In Module 8 of the Intensive Intervention in Mathematics Course Content we highlight the necessity for implementing evidence-based practices with fidelity. We also explain how to make adaptations to the instructional platform when students demonstrate inadequate progress. We finish this module by putting all the information learned across modules together with the intensive intervention framework.
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This video shows how manipulatives can be used to explain addition using a part-part-whole structure.
This video illustrates the use of scaffolding with manipulatives to teach students to group objects by tens with counting by ones.
NCII, through a collaboration with the University of Connecticut, developed a set of course content focused on developing educators’ skills in designing and delivering intensive mathematics instruction. This content is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of intensive mathematics intervention
This video shows how to use the set model to represent the fraction 3/4 with two-colored counting chips and clips. Individual chips within the set, represent the fractional parts. It is important that students be exposed to the set model because fractions in real-world settings are often represented this way.
This video illustrates the use of manipulatives to help students develop fluency in counting by tens and ones.
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 shows how manipulatives can be used to explain that multiplication represents groups of equal sets of numbers.
This video shows how manipulatives can be used to explain multiplicative problem structures to students who are just beginning to use multiplication strategies.
This video shows how manipulatives can be used to explain subtraction using a part-part-whole structure.