Adaptation

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.

This video demonstrates how to use base-10 blocks and a place value chart to help students add numbers that require regrouping. The use of direct modeling with concrete manipulatives, such as base-10 blocks, allows students to develop conceptual understanding of mathematical operations before attempting addition problems without materials or counting strategies. When students are provided with multiple opportunities to use manipulatives, they develop an understanding of how regrouping works.

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value computation. Within college- and career-ready standards place value is taught in K through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.

Supporting students with math difficulty can be challenging. When teaching students with math difficulty, it is important to provide explicit and systematic instruction, teach math vocabulary and symbols, use the concrete-representational-abstract framework, and incorporate fluency building, effective questioning and error analysis.

This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of numeracy and counting. Within college- and career-ready standards numeracy and counting are taught in Pre-K through Grade 1. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.

Question: What should we consider when teaching students with math difficulty? 

This Module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists).

Question: Why might we need to consider integrated academic and behavioral interventions, especially for students with more intensive needs and those at the secondary level? 
 

This webinar, presented by Dr. Erica Lembke an NCII Trainer and Associate Professor in the Department of Special Education at the University of Missouri, Nicole Bucka an NCII Coach and MTSS Technical Assistance Provider in Rhode Island, and Dr.

This webinar, sponsored by the National Center on Intensive Intervention (NCII) and National Center on Systemic Improvement (NCSI) and presented by Drs. Russell Gersten, Sarah Powell, and Robin Finelli Schumacher, discusses 1) the importance of fractions instruction and typical challenges faced by students, 2) shares recommendations for fractions instruction, and 3) provides considerations for supporting students within secondary or Tier 2 and intensive intervention. Content from the webinar draws on the following resources:

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