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1. Use manipulatives to solve computational problems-  2:21 https://www.youtube.com/watch?v=FumHDdLixNI

2. Addition and subtraction flashcards- to develop fluency with retrieval of basic subtraction and addition facts- “Activity One: Addition and Subtraction Flashcards: Know it or Find it” https://intensiveintervention.org/sites/default/files/Basic_Facts_Sample%20Activities.pdf

3. Number lines- 4 Top Tips to Teach Students how to use a Number Line // Number Line Activities for K-2 https://www.youtube.com/watch?v=lzk0fxb2Eo0

4. Math graphic organizers: The Frayer Model

https://assets.ctfassets.net/p0qf7j048i0q/7HielAtOD9GZPemCMHBiCy/22173ac590e7ffb3f7ee12cd531b262d/The_Frayer_Model_Understood.pdf

5. 5 frames, 10 frames, double 10 frames. https://youtu.be/SRv5PfrHRh0?si=upl9yLjaq6EiKZqU

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1. Use base-10 blocks for computation- base-10 blocks are used to relate concrete objects to help with computation problems. https://intensiveintervention.org/sites/default/files/Place_Value_Computation-Sample_Activities.pdf

2. Place value with straw bundles https://www.understood.org/en/articles/place-value-with-straw-bundles-an-evidence-based-math-strategy

3. Adding using partial sums. https://intensiveintervention.org/resource/adding-417-268-using-partial-sums

4. Subtracting using partial differences. https://intensiveintervention.org/resource/subtracting-614-257-using-partial-differences

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1. Word problem Mnemonics

Youtube.https://youtu.be/kY-pVtP7phI

2. Additive Schemas

https://ride.ri.gov/sites/g/files/xkgbur806/files/Portals/0/Uploads/Documents/Information-and-Accountability-User-Friendly-Data/Accountability/SPP/Additive-Schemas-508.pdf?ver=2022-05-31-132133-253

3. Teacher think aloud solving an Equal groups problem with the use of a prompt card. https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC2021006-Math-PG.pdf#page=47 P. 43

4. Use role playing to help students visualize the problem and identify relevant information. P. 41 https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC2021006-Math-PG.pdf#page=47

5. Use concrete and/or semi-concrete manipulatives. P. 41. https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/WWC2021006-Math-PG.pdf#page=47

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1. Use manipulatives to count the number of objects

https://intensiveintervention.org/resource/counting-13-manipulatives

2. Compare numbers

https://intensiveintervention.org/resource/comparing-3-7

3. Hundreds chart

https://youtu.be/Jm3OVzwcnBI?si=96vh1QGhVOov34wJ

4. Touch math strategy- can help students “count on” in addition and subtraction problems.

https://www.youtube.com/watch?v=NM2c_JyVzIk

5. 5 frames, 10 frames, double 10 frames. https://youtu.be/SRv5PfrHRh0?si=upl9yLjaq6EiKZqU

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1. Touch math- used for addition, subtraction, and multiplication equations. It is a type of number system counting.

2. Pre-K-Grade 6

3. Physical numbers written out on worksheets, flashcards, large posters, etc. There is also an online version that can be used. Every numeral from one through nine has TouchPoints corresponding to the number’s value. Numerals one through five have single TouchPoints. Numerals six through nine have double TouchPoints. Students count aloud as they touch the single TouchPoints once and double TouchPoints twice. The numeral zero has no TouchPoints and is never touched or counted.

4. The link to HLPs- Teach cognitive and metacognitive strategies to support learning and independence, Use explicit instruction, Teach students to maintain and generalize new learning across time and settings, Systematically design instruction toward specific learning goal, Adapt curriculum tasks and materials for specific learning goals, Provide scaffolded supports, and Use strategies to promote active student engagement.

5. This activity links to the evidence-based practice of Concrete-Representational-Abstract strategies because of the use of manipulatives and visual representations for problem-solving and practice. “students can connect abstract symbols and numerals to their numerical values through a fading technique.” (Elliott & Wertheim, n.d.)

Elliott, S. & Wertheim, S. The Transformative Potential of Early Screening for Dyscalculia, The Discounted Specific Learning Disability. n.d.

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Burns, M. RIDE Math Story Problem Intervention.

May, 5, 2021. Youtube. https://youtu.be/kY-pVtP7phI?si=VPN-Z4rZPLPqTI-5

Hott, B.L., Isbell, L. n.d. Strategies and Interventions to Support Students with Mathematics Disabilities. Council for Learning Disabilities.

Fuchs, L.S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K.S., Woodward, J., Clarke, B., Jordan, N. C., Gersten, R., Jayanthi, M., Keating, B., and Morgan, S. (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC 2021006). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from http://whatworks.ed.gov/.

Counting to 13 with Manipulatives. National Center on Intensive Intervention. N.d.

MATH-N-ROLL. Use a Hundred Chart to Add. Grade 1. Youtube. n.d. https://youtu.be/5YPJ4GTWkdM.

Fun hands-on learning. How I Teach Touch Point Math {Pre-K, Kinder, Grade 1}. Youtube. n.d.

https://www.youtube.com/watch?v=NM2c_JyVzIk

Karen Wilding eymaths. N.d. Youtube. An Introduction to Teaching 5 and 10 Frames to 3-7 Year Olds. https://youtu.be/SRv5PfrHRh0?si=upl9yLjaq6EiKZqU

National Center on Intensive Intervention. Comparing 3 to 7.n.d. https://intensiveintervention.org/resource/comparing-3-7

Greene, K. Evidence-based math instruction: What you need to know. n.d.  https://www.understood.org/en/articles/evidence-based-math-instruction-for-struggling-students

Greene, K. Place value with straw bundles: An evidence-based math strategy. https://www.understood.org/en/articles/place-value-with-straw-bundles-an-evidence-based-math-strategy

Adding 417 + 268 Using Partial Sums. n.d. Youtube. National Center on Intensive Intervention. https://intensiveintervention.org/resource/adding-417-268-using-partial-sums

Subtracting 614 - 257 Using Partial Differences. National Center on Intensive Intervention. n.d. YouTube. https://youtu.be/49cnkJBrS9k?si=_ew4SYNc0v9i5T0c

Multiplying 23 × 19 Using Traditional Algorithm. National Center on Intensive Intervention. n.d. YouTube.  https://youtu.be/85xxAfNP_vM?si=a-X-t9qofu1HXFIi