This video demonstrates how to use fraction tiles to model fraction addition with unit fractions that sum to 1. After a teacher models how to appropriately use fraction tiles to solve addition problems, students can use the tools to explore fractions with guided and independent practice.
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This video demonstrates how to use fraction tiles to model fraction addition with unit fractions. After a teacher models how to appropriately use fraction tiles to solve addition problems, students can use the tools to explore fractions with guided and independent practice.
This video demonstrates how to use fraction tiles to explore how different fractions can be equivalent to the same value, such as 1/2. This video models how to compare different fractions that are equivalent to 1/2 to the benchmark of 1. Students who struggle with finding equivalent fractions can stack the fraction tiles above the whole (1) as an anchor. It is important for students to understand that fractions have multiple representations because they can apply this knowledge to compare fractions, especially fractions with unlike denominators.
This video demonstrates how to use fraction tiles to explore how different fractions can be equivalent to the same value, such as 1/2. It is important for students to understand that fractions have multiple representations because they can apply this knowledge to compare fractions, especially fractions with unlike denominators. For example, students can use the benchmark of 1/2 to determine that 1/4 is less than 4/6 by knowing that the equivalent fractions of 1/2 include 2/4 and 3/6.
This video shows how manipulatives can be used to explain how different combinations of numbers make 10. When students practice putting together and taking apart numbers with manipulatives in different ways they develop a conceptual understanding for composing and decomposing and how numbers are related to one another. Understanding number combinations allows students to develop fluency skills with other operations and assists students with problem solving.
In this article, Drs. Ketterlin Geller, Lembke, and Powell discuss how they are supporting educators to implement (1) the process of data-based individualization (DBI), (2) the principles of explicit and systematic instruction, and (3) key components of algebra readiness as part of Project STAIR (Supporting Teaching of Algebra: Individual Readiness).
In this video, Amy McKenna, a special educator in Bristol Warren Regional School District shares her experience with data-based individualization (DBI). Amy discusses how she learned about DBI, the impact her use of the DBI process had on students she worked with, and how DBI helped changed her practice as a special educator.
This webinar presents a data-based decision-making framework to individualize instruction for students with intensive needs in writing.
NCII developed a series of mathematics lessons and guidance documents to support special education instructors, mathematics specialists, and others working with students who struggle with mathematics. These lessons and activities are organized around six mathematics skill areas that are aligned to college– and career-ready standards, and incorporate several instructional principles that may help intensify and individualize mathematics instruction to assist teachers and interventionists working with students who have difficulty with mathematics.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).