This video illustrates the use of manipulatives to help students practice counting skills such as correspondence and cardinality while applying a counting on strategy.
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This video illustrates the use of manipulatives to help students practice counting skills such as identifying a set within a set of objects, correspondence, and counting on in order to determine the cardinality of a set of objects.
This video illustrates the use of manipulatives to provide students with multiple opportunities to practice counting skills such as rote counting, correspondence, and cardinality.
In Module 5 of the Intensive Intervention in Mathematics Course Content we focus on three instructional strategies teachers should embed within every intensive intervention session. We rely on a strong research base for these recommendations about fluency, problem solving, and motivation.
This video uses manipulatives to review the five counting principles including stable order, correspondence, cardinality, abstraction, and order irrelevance.
This video illustrates the use of an efficient counting on strategy that students may practice to solve simple subtraction problems without the use of manipulatives.
This video illustrates the use of manipulatives to help students practice correspondence and tracking objects as objects are counted in different ways. When children understand that objects may be counted in any order (e.g., left-to-right, right-to-left, in a random fashion) they have developed an understanding of the order irrelevance counting principle. Counting objects in many different ways also allows students to practice tracking objects as the objects are counted to make sure that each objects is counted once and only once, regardless of the order in which the object is counted.
This video demonstrates how to use base-10 blocks and a place value chart to help students add numbers that require regrouping.
This video illustrates the use of finger counting to count by tens and ones.
This video shows how manipulatives can be used to explain multiplicative problem structures to students who are just beginning to use multiplication strategies.