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Transcript of Math Intervention
Colleen Funderburg &
Bend-LaPine Schools - SIW
September 19, 2012 Common Core State Standards Why? clear consistent prepare our children college work place Grade level overviews Where to start? Structuring a 30 minute intervention Assessments Easy CBM Benchmark NC Baseline OAKS (prior year) Curriculum based measures Make sure you have an understanding of the grade level expectations Assessment of PLC - School Choice 1. What is the IEP goal?
2. What is the classroom unit and skills being taught? One way to structure the intervention? pre teach vocabulary incorporate fact fluency for 5-10 minutes daily Think about the mathematical practices. Are you incorporating them? What are the students areas of deficit for the unit of study? What CCSS skills are being addressed in the unit? FIRST Pick a support activity, work places or supplemental set SECOND Give one or two practice book pages Gr. 5, Unit 2
Basic Facts, Multiplicative thinking, Area Model, Algorithm, Multiply by 10 and multiples of 10, Division
Array, Digit, Divide, Multiply, Product, Quotient, Remainder
Each day 5-10 minutes on basic facts
Multiplication and Division
Quick Facts Worksheets Area Model for multiplication and division with manipulatives and then drawing quick sketches.
Teachers will model word problem structure and problems will be presented as word problems to work on multiplicative thinking.
Multiplying by 10 and Multiples of 10
4th grade supplement A4 Sessions 2, 3, 7
Area model for multiplication with quick sketches and writing equations to match partial products.45 x 7 = (40 x 7) + (5 x 7)45 x 21 = (40 x 20) + (5 x 20) + (40 x 1) + (5 x 1)
This must be tied very closely to the quick sketches – use grid paper first.
Use word problems to present problems and complete structure each time.
Be sure to use time, container, and area problems.Area model for division with quick sketches on grid paper. (if we can get there)•Use manipulatives as needed•Use word problems and complete structures each time•Use container problems working on both kinds of division problems okay having remainders•Reinforce inverse relationship of multiplication and division.
Sara Swedlund, Title Teacher, Bear Creek Using the math tool to track data Next time... How to use the templates in connection with units. support with standards based IEP goals finding items in FirstClass Interventionists should teach students the foundational skills in order to help students achieve in the general education math courses. Focus on whole numbers in K-6; rational numbers in grades 4-8.
Integrate procedures, concepts, and word problems.
Prioritize and work on 2-3 IES recommendations per year. Don’t try to do everything all at once.
Devote about 10 minutes daily to acquisition and fluency with basic arithmetic facts.
Teach students about the structure of various word problem types, how to categorize them and how to determine appropriate solutions. What Current Research Says.... Structure of word problems fact fluency Contact Information: firstname.lastname@example.org
355-1429 Before you go... increasing vocabulary mathematical practices homework Are signed up on Doodle? Tools Instructional support tools, grades K-5 that connect CCSS to Bridges Where do I find these? Go to First Class, click conferences, curriculum, CCSS- elementary math, Special education/intervention What to expect when I come to your site... review a group of students
look at assessments and IEP goals
use instructional supports
plan intervention for a Bridges unit AGENDA What is CCSS?
CCSS K-5 Grade Expectations
Where to start? Structuring a 30 minute intervention using assessments, tools, and unit and lesson objectives
What to talk about next time
Are you signed up for site math collaboration?
What to expect when we meet together • Number String (5-10 minutes)
This is the fact fluency.– Focus should be on looking for relationships•
Story Problem (10 minutes)
Focus on key concepts NOT on key words. Reference the CGI problem types.•
Relationship Building (15 minutes)
This would depend on the level of the students. Spatial, One/two more or less, Benchmarks of 5 & 10, Part-Part-Whole
Shelly Schaefer, Gr. 1 Teacher Buckingham, Math Strategic Team Another Intervention Schedule Option