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Math WIN Conference day session

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Maths Quiz Presentation in Colourful Fun Style

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National Center for Intensive Intervention

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National Center for Intensive Intervention

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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All 7 types of High-Yield Routines have been incorporated into the number sense google slides available on this site.

"Consistent use of routines can yield many benefits for students. Such routines offer access to the big ideas of mathematics and allow deep understanding of concepts." These routines have been developed to engage all of your students, provide an entry-point to the class for all students, and to get all your students involved in mathematical discourse and critical thinking. The number sense routines on this website are composed on high-yield routines and number talks."Most routines will take five to ten minutes per day. The routines are commonly used at the beginning of a lesson, but they could also be implemented at the end of the lesson or even within a lesson. Choosing a few routines to implement and implementing them consistently and often will yield the greatest benefits for students."

McCoy, A. C., Barnett, J., & Combs, E. (2013). High-yield routines for grades K-8. Reston, Va: NCTM, National Council of Teachers of Mathematics.

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All 7 types of High-Yield Routines have been incorporated into the number sense google slides available on this site. "Consistent use of routines can yield many benefits for students. Such routines offer access to the big ideas of mathematics and allow deep understanding of concepts."

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The goal of this game is to immediately recognize the quantities on dot cards. Quick Images is a great game to play to help children practice subitizing - quickly seeing how many in a small set. For example, "I saw a group of two dots and a group of three dots and I knew that was five!" Each child might "see" how many in a different way!

Game Materials

Dot Cards, Directions

English EN

Español ES

Português PT

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The goal of this game is to immediately recognize the quantities on dot cards. Quick Images is a great game to play to help children practice subitizing - quickly seeing how many in a small set. For example, "I saw a group of two dots and a group of three dots and I knew that was five!"

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10/2 Bite Size PD focused on Early Numeracy

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Bite Sized PD Tiered Math Interventions by Slidesgo

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Creating Visual Representations | Learner Variability Project

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Learner variability is the recognition that each learner is a unique constellation of strengths and challenges that are interconnected across the whole child. Understanding these connections and how they vary according to context is essential for meeting the needs of each learner. It embraces both students’ struggles and strengths. It considers the whole child.

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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WWC | Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades

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This practice guide provides evidence-based practices that can help teachers tailor their instructional approaches and/or their mathematics intervention programs to meet the needs of their students.

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Session 2: Un-Book Study Application of Effective Math Interventions 

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Un-Book Study Application of Effective Math Interventions 

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2nd Engage Supports — The Math Collective

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This step-by-step resource can help school teams determine the number of students their Tier 2 system can effectively support and apply a validated approach to identify students for participation in Tier 2 intervention.

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This step-by-step resource can help school teams determine the number of students their Tier 2 system can effectively support and apply a validated approach to identify students for participation in Tier 2 intervention.

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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. The lessons may be used to supplement mathematics interventions, programs, or curricula that are currently in place. However, these lessons by themselves would not constitute an effective mathematics intervention.

In this video, Dr. Sarah Powell shares considerations for teaching students with math difficulty.

Click on the skill areas below to explore resources and lessons related to each area.

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Mathematics Sample Lessons to Support Intensifying Intervention

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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.

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Chat GPT (asking questions to create resources for Math WIN)

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Chat GPT (asking questions to create resources for Math WIN)

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ChatGPT helps you get answers, find inspiration, and be more productive.

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The MIND: Skill Remediation- Early Numeracy contains assessments and interventions that target foundational skill areas. Oral Counting Fluency, Number Identification Fluency, Number Writing Accuracy and Number Writing Fluency are "Gateway Skills". Once a student can successfully meet the prescribed benchmark criteria across these skills he/she will have mastered the necessary skills to engage with the mathematics language and build their numeracy skills. The student then transitions to building their "Numeracy Skills" with Dot-Number and Dot-Number-Total. Once a student can successfully meet the prescribed benchmark criteria across these skills he/she will have mastered the necessary skills and mathematics vocabulary to build their "Number C ombination Skills."

Print off MIND: EN Assessment Books. Each Assessment Book includes a student training protocol, the administration script, a fidelity protocol and the student's assessment probes. Following the scripted assessment guide administer the MIND: EN Assessments to student(s). The MIND: EN Oral Counting Fluency and Number Identification Fluency student training protocol, the administration script, the fidelity protocol and the interventionist's protocol can be found in the MIND: EN Assessment Guide.

The student's skill deficits are the skills they have not met mastery criteria on. Consult the MIND: EN Skill Hierarchy for decision rules.

Once a student's skill deficit in determined print the materials that target the skill they require remediation on. Print off the corresponding MIND: EN Intervention Book. Each Intervention Book includes a student training protocol, the administration script, a fidelity protocol and the student's intervention probes.

Following the scripted intervention guide administer the MIND: EN Interventions to student(s).

To Build Gateway Skills - These interventions target basic number skills. A student must first build accuracy then they can build fluency.

Oral Counting Fluency

Kindergarten: Accurately verbalizing numbers 1-10 in 10 seconds

First Grade: Accurately verbalizing numbers 1-100 in 100 seconds

Number Identification Fluency

Kindergarten: Automatically identifying randomly administered numerals of 1-10

First Grade: Automatically identifying randomly administered numerals of 1-100

Number Writing Accuracy

Kindergarten: Writing numbers 1-10 with 100% accuracy

First Grade: Writing numbers 1-10 with 100% accuracy

Number Writing Fluency

Kindergarten: Writing numbers 1-10 with 30 written Digits Correct Per Minute (DCPM)

To Build Numeracy Skills - These interventions target numeracy skills and building mathematics vocabulary. The interventions build student's understanding of one-to-one correspondence and gradually introduces them to addition.

Kindergarten: Responding with 100% accuracy and 10 DCPM

Kindergarten: Responding with 100% accuracy and 20 DCPM

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The MIND: Skill Remediation- Early Numeracy contains assessments and interventions that target foundational skill areas. Oral Counting Fluency, Number Identification Fluency, Number Writing Accuracy and Number Writing Fluency are "Gateway Skills". Once a student can successfully meet the prescribed benchmark criteria across these skills he/she will have mastered the necessary skills to engage with the mathematics language and build their numeracy skills.

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An active math warm-up that is inclusive and fun puts students in a positive frame of mind—and gets them ready to learn.

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Session 3: Un-Book Study Application of Effective Math Interventions 

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Introduction to Module 1 In this first module, you will learn about the two stages of universal screening 1) universal screening of all…

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Introduction to Module 2 In this module you will examine eight essential components of interventions. These components, identified…

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Introduction to Module 3 In this module, you will explore computer-assisted technology, or CAT, within an intervention program. The use…

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Throughout these modules, you have learned how to determine groupings for students at risk, key features of effective intervention, and integrate computer assisted technology into an intervention treatment. In this final module, you will examine student progress based on the applied intervention and make appropriate adjustments for student improvement.

The four areas we will learn about are 1) collecting and graphing data, 2) setting student goals, 3) ensuring adequate intervention, and 4) adjusting an intervention to meet the goal.

After completing this final module, consider how you can use the resources provided to show student evidence of growth. Your evidence of implementation submission could include:

student PM data

meeting notes regarding student data

student goal sheets to show rates of improvement

reflection (written or Flipgrid) of your takeaways as the interventionist

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Building Effective Interventions - Module 4: Evaluating Student Progress by Erin Minick | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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The Inside Problem Solving problems are non-routine math problems designed to promote problem-solving in your classroom. Each problem is divided into five levels of difficulty, Level A through Level E, to allow access and scaffolding for students into different aspects of the problem and to stretch students to go deeper into mathematical complexity. The problems were developed by the Silicon Valley Mathematics Initiative and are aligned to the Common Core standards.

To request the Inside Problem Solving Solutions Guide, please get in touch with us via the feedback form.

Why Problem Solving?

Problem solving is the cornerstone of doing mathematics. George Polya, a famous mathematician from Stanford, once said, "A problem is not a problem if you can solve it in 24 hours." His point was that a problem that you can solve in less than a day is usually a problem that is similar to one that you have solved before, or at least is one where you recognize that a certain approach would lead to the solution. Bu t in real life, a problem is a situation that confronts you and you don't have an idea of where to even start. Mathematics is the toolbox that solves so many problems. Whether it is calculating an estimate measure, modeling a complex situation, determining the probability of a chance event, transforming a graphical image or proving a case using deductive reasoning, mathematics is used. If we want our student s to be problem solvers and mathematically powerful, we must model perseverance and challenge students with non-routine problems.

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Inside Problem Solving | Inside Mathematics

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The Inside Problem Solving problems are non-routine math problems designed to promote problem-solving in your classroom. Each problem is divided into five levels of difficulty, Level A through Level E, to allow access and scaffolding for students into different aspects of the problem and to stretch students to go deeper into mathematical complexity.

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Illustrative Mathematics | v.360 Curriculum

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This collection of activities, organized by mathematical content, uses familiar routines that can be used by students, families, and teachers in a variety of settings.

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Tasks and other resources for each standard.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Higher level questions to support students with specific skills.

Open Middle Math (use as a fluency during WIN)

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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00. Bridging to the Rigor of MATH State Assessments - Example Assessments & Instructional Tools

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02. PDF First Grade Aligning School-Wide & Team SMART Goals.pdf

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HO 7 Data Dialogue Protocol EXAMPLE.docx

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GREAT resource to develop CFAs

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Download Math Milestones™ Grids

The grade-level grids have been carefully constructed to reflect the concepts, fluencies, applications, and practices of mathematics at each grade level as defined by the Standards. Across the grades, the tasks follow the progressions in each domain, surfacing key themes like the number line, properties of operations, and functional thinking. The reverse side of each grid includes Standards information for each task.

For each task, there is a student-facing handout ( available here). Math Milestones™ tasks are not designed for summative assessment. Used formatively, the tasks can reveal and promote student thinking. Student work on tasks could be collected in student portfolios.

The grade-level grids are © 2021-2022 Math Milestones LLC and licensed under the Creative Commons Attribution 4.0 International License ( CC BY 4.0).

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The grade-level grids have been carefully constructed to reflect the concepts, fluencies, applications, and practices of mathematics at each grade level as defined by the Standards. Across the grades, the tasks follow the progressions in each domain, surfacing key themes like the number line, properties of operations, and functional thinking.

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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Resource from Session #2, Day 2

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Great examples of varying DOK questions

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Resources shared by MS coaches

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Warm-Ups for Gifted and Talented Math Enrichment

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Math warm-ups are a great addition to your math enrichment time. They allow you to review previous concepts and introduce new math concepts in a short time period.

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Take out the numbers to make word problems make sense Learn More Try one tomorrow Primary (K-2) Older Students Explore ready-made problems Problem Banks More Problems This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Fluency

Bingo

Cards

Cover, Copy, Compare

Cover, Copy, Compare (Video)

Dice Roll

Dominoes

Flashcards with Graphing

Fluency Flashcards (Video)

Magic Squares

Taped Problems

Additional Fluency Activities

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SPIRAL - Specialized Math Intervention to Reach All Learners - Resources - Fact Fluency

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Specialized Math Intervention to Reach All Learners

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Pirate Math Equation Quest is an intensive word-problem intervention for elementary children.

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Implementing the Math Practice Standards 

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Implementing the Math Practice Standards 

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Google links from before 2021 no long give access to our documents. Try looking in the “RESOURCES” bar for missing documents.

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Solving an advanced math problem independently requires the coordination of a number of complex skills. The student must have the capacity to reliably implement the specific steps of a particular problem-solving process, or cognitive strategy. At least as important, though, is that the student must also possess the necessary metacognitive skills to analyze the problem, select an appropriate strategy to solve that problem from an array of possible alternatives, and monitor the problem-solving process to ensure that it is carried out correctly.

The following strategies combine both cognitive and metacognitive elements (Montague, 1992; Montague & Dietz, 2009). First, the student is taught a 7-step process for attacking a math word problem (cognitive strategy). Second, the instructor trains the student to use a three-part self-coaching routine for each of the seven problem-solving steps (metacognitive strategy).

In the cognitive part of this multi-strategy intervention, the student learns an explicit series of steps to analyze and solve a math problem. Those steps include:

1. Reading the problem. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms).

2. Paraphrasing the problem. The student restates the problem in his or her own words.

3. 'Drawing' the problem. The student creates a drawing of the problem, creating a visual representation of the word problem.

4. Creating a plan to solve the problem. The student decides on the best way to solve the problem and develops a plan to do so.

5. Predicting/Estimating the answer. The student estimates or predicts what the answer to the problem will be. The student may compute a quick approximation of the answer, using rounding or other shortcuts.

6. C omputing the answer. The student follows the plan developed earlier to compute the answer to the problem.

7. Checking the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer calculated in a previous step to ensure that there is general agreement between the two values.

The metacognitive component of the intervention is a three-part routine that follows a sequence of 'Say', 'Ask, 'Check'. For each of the 7 problem-solving steps reviewed above:

The student first self-instructs by stating, or 'saying', the purpose of the step ('Say').

The student next self-questions by 'asking' what he or she intends to do to complete the step ('Ask').

The student concludes the step by self-monitoring, or 'checking', the successful completion of the step ('Check').

While the Say-Ask-Check sequence is repeated across all 7 problem-solving steps, the actual content of the student self-coaching comments changes across the steps.

Table 1 (as well as the attachment at the bottom of the page) shows how each of the steps in the word problem cognitive strategy is matched to the three-part Say-Ask-Check sequence:

'Say-Ask-Check' Metacognitive Prompts Tied to a Word-Problem Cognitive Strategy (Montague, 1992)

Cognitive Strategy Step

Metacognitive 'Say-Ask-Check' Prompt Targets

Sample Metacognitive 'Say-Ask-Check' Prompts

Students will benefit from close teacher support when learning to combine the 7-step cognitive strategy to attack math word problems with the iterative 3-step metacognitive Say-Ask-Check sequence. Teachers can increase the likelihood that the student will successfully acquire these skills by using research-supported instructional practices (Burns, VanDerHeyden, & Boice, 2008), including:

Verifying that the student has the necessary foundation skills to solve math word problems

Using explicit instruction techniques to teach the cognitive and metacognitive strategies

Ensuring that all instructional tasks allow the student to experience an adequate rate of success

Providing regular opportunities for the student to be engaged in active accurate academic responding

Offering frequent performance feedback to motivate the student and shape his or her learning.

References

Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.

Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.

Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285-302.

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Response to Intervention | Math | Math Problem Solving

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Math problem solving is a resource for students who must be able to correctly interpret math graphics in order to correctly answer many applied math problems.

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Designing Purposeful Practice in the Math Classroom (Dr. Paul Riccomini)

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Designing Purposeful Practice in the Math Classroom (Dr. Paul Riccomini)

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Exercise your factoring ability against a human or the computer in this Calculation Nation game.

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Spacing retrieval practice guide (from PaTTan training)

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Spacing retrieval practice guide (from PaTTan training)

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Download Our Free Resources – Retrieval Practice

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In our free resources, written by cognitive scientists, we condense research on teaching strategies, why they enhance learning, and how to implement them in the classroom.

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This page includes a variety of multi-step Numberless Word Problems. MLK, Jr. Day of Service 02 Ca-Lishea served at the Houston Food Bank by putting together food boxes that go to senior citizens. …

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Intensive instruction was recently identified as a high-leverage practice in special education, and DBI is a research based approach to delivering intensive instruction across content areas (NCII, 2013). This course provides learners with an opportunity to extend their understanding of intensive instruction through in-depth exposure to DBI in mathematics, complete with exemplars from actual classroom teachers.

NCII, through a collaboration with the University of Connecticut and the National Center on Leadership in Intensive Intervention and with support from the CEEDAR Center, developed course content focused on enhancing educators' skills in intensive mathematics intervention. The course includes eight modules that can support faculty and professional development providers with instructing pre-service and in-service educators who are learning to implement intensive mathematics intervention through data-based individualization (DBI). The content in this course complements concepts covered in the Features of Explicit Instruction Course and so we suggest that users complete both courses.

Modules 1-8: Intensive Intervention in Mathematics

There are 8 modules within this course. Each course has an introduction, three parts, and a conclusion.

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Intensive Mathematics Intervention: Training Modules | NCII

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Explore eight in-depth training modules to help enhance educator skills on implementing intensive mathematics intervention through data-based individualization.

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Delta Math RtI Program - Ottawa Area Intermediate School District

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Delta Math RtI Program - Ottawa Area Intermediate School District

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Great resource for additional High Yields routines (references in the T1&T2 PLC at Work book)

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Steve Wyborney\\\'s Blog: I\\\'m on a Learning Mission.

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Steve Wyborney's Blog: I'm on a Learning Mission

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Steve Wyborney is on a learning mission to spread math joy to classrooms everywhere! On this blog you'll find math resources for teachers and for kids of all ages.

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Proactive Math Coaching (book resoureces)

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Proactive Math Coaching (book resoureces)

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Provided by Erin

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Bridging Content, Context, and Practice (Baker & Knapp, 2023)

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Math skills assessment in K-12: Measure your progress in math today. Parents, use these tests to check how well your kid is progressing through the math curriculum.

Teachers, use these free printable math assessment tests as practice tests, tests, or just as a compresensive review of most skills taught in that grade

Elementary math assessment

Kindergarten math test

Middle school math assessment

Seventh grade math test

High school math assessment

Math skills assessment testimony

First a big "THANK YOU" for the resources you provide on your website.
We are running a program for homeless children in Baltimore and wanted to do a pre-and post math test to see how they do after participating in our program.
I have printed your math assessments at each grade level and plan to use them in k-5. I have also started purchasing your math test solution pdfs from your website. I like them very much as they show strategies for completing the tasks on the test items

Related math test:

Basic math test
Review important basic math skills.

Algebra test
Review some algebra topics you should know.

Algebra test generator
A more comprehensive algebra test with a timer.

Basic mathematics worksheets

Still struggling with fractions? Get rid of your fears and frustrations once and for all!

If you don't know fractions very well, you will probably struggle to do well on most math test. Build a strong foundation in math today before it is too late!

Buy my ebook. It offers a thorough coverage of fractions!

Need help with a math practice test?
Get an answer in 10 minutes or less from a math expert!

Justanswer features top-notch math experts handpicked by personnel after they have taken and passed a rigourous math test and after their credentials have been verified by a third party

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New math lessons

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Math skills assessment in K-12: Measure your progress in math today. Parents, use these tests to check how well your kid is progressing through the math curriculum.

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Math Mammoth placement tests for grades 1-7 (free math assessment)

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Download free and comprehensive math tests that can be used either as general math assessment tests, or as placement tests for Math Mammoth. I also include suggestions for remedial materials.

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Copyright © 2023 Tang Math LLC. All rights reserved.

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Puzzle Talks

Puzzle Talks are 5 to 15 minute lessons to create mathematical discourse. Explore below for grades K-8.

Math Discourse Made Easy with Puzzle Talks
Math Puzzle Talks are 5- to 15-minute, teacher-guided mini-lessons that engage students in problem-solving and spark meaningful discussions. Try over 50 different free puzzle talks. Learn more or Request a District Demo for more Puzzle Talks and personalized math learning for each student.

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Irvine, CA 92617

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Explore Puzzle Talks-free, teacher-guided K-8 math lessons that spark student discussion and problem-solving in just 5-15 minutes. Try 50+ mini-lessons for easy, meaningful discourse.

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Quia Web allows users to create and share online educational activities in dozens of subjects, including Mathematics.

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JeopardyLabs has over 10000 games on math

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Copy of Halloween Math Conversations STUDENT

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Steve Wyborney's Blog: I'm on a Learning Mission.

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170 New Esti-Mysteries - Steve Wyborney’s Blog: I’m on a Learning Mission.

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This school year, I’ll be creating and posting 170 brand new Esti-Mysteries. I’ll be posting a new one nearly every day for the rest of the school year –

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Building fluency through games

Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. - NCTM, Principles and Standards for School Mathematics, pg. 35
There is much research that tells us using timed tests to ensure/practice/measure fluency causes math anxiety (and here). Moreover, research even shows a negative correlation between the use of timed tests and fact retrieval. Since fluency is essential, how do we help our students become fluent with their math skills? GAMES! I found these documents here.... http://maccss.ncdpi.wikispaces.net/Elementary

Click on a link and Enjoy!

Eureka Math card games , help build math fluency in fun and engaging ways. These 10 card games, curated by their team of teacher-writers, are broken out by grade level and can be played with any standard deck of cards.

And another one...

This is one of my favorite multiplication games that students can play offline...
http://www.multiplication.com/our-blog/jen-wieber/graph-grid-multiplication-game-and-video

Last modified: Tuesday, May 29, 2018, 8:38 AM

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gr3general: building fluency through games

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Gr3General: Building fluency through games

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Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. - NCTM, Principles and Standards for School Mathematics, pg.

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Build confidence and fluency with fun, targeted math practice using the scientifically proven technique of spaced repetition. Each set is designed to reinforce key skills through engaging, easy-to-use activities that fit into your daily routine.

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Multiplication by Heart

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Addition and Subtraction by Heart I

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Division by Heart

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These beautiful flash cards use spaced repetition to teach arithmetic facts. Achieve fluency with just five minutes of practice per day!