This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Event Type
Search
This video illustrates the use of manipulatives to help students integrate the concept of counting by ones with skill in grouping by tens.
This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
This video describes how to use the partial differences strategy to solve multi-digit subtraction.
This video illustrates how to use the traditional algorithm to solve subtraction with regrouping. The traditional algorithm focuses on digit placement and requires that students move right to left to correctly perform the operation. Before students are introduced to the standard addition algorithm, it is important that they have a conceptual understanding of regrouping. This will allow students to correctly use the algorithm when they exchange 10 ones in the ones place value column with 1 ten in the tens place value column. It is important for students to know and understand how to use the traditional algorithm because it is an efficient strategy to use if regrouping is required, when numbers have varying numbers of digits, and when the numbers included are too large to reasonably use other strategies (e.g., partial differences can become confusing for students who do not understand negative integers).
This video demonstrates how to use base-10 blocks to help students solve multiplication problems that cannot be solved with automatic retrieval.
This video demonstrates how to use fraction tiles to explore how fractions such as 4/4 are equivalent to 1. Before fractions are introduced in the curriculum, students use integers, which only have one value associated with the numeral or number word. Fractions may be the first time that students are introduced to the possibility that the same quantity can be represented with different representations, such as one whole and four fourths. Using models allows students to practice finding equivalent fractions, which is a prerequisite skill for performing computation with fractions.
How might MTSS affect what's measured on report cards, including academic and non-academic measures?
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII, discusses ways that a multi-tiered system of supports (MTSS) can help educators consider what student report cards can measure beyond academic performance.
In this video, Sandy Cook, NCII Coach and Differentiated Instruction Specialist at Elms Road Elementary in Swartz Creek Michigan & Michele Corbat, NCII Coach and Principal at Morris Elementary in Swartz Creek Michigan, discuss the importance of leadership to support implementation of intensive intervention.
In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.