More RTI Math Resources

Posted on November 7, 2011. Filed under: Assessment, Differentiated Instruction, During the Guided Math Lesson, Elementary math, Guided math, Mathematical Proficiency, Problem Solving, RTI | Tags: , , , , , , , , , , , |

Here is the IES guide to RTI (federal gov) in Math.  It outlines the interventions very clearly, with a discussion about the research findings of each recommendation.  Well worth using as a study guide in PD sessions.  Everybody that works with students in  math should be aware of the information in the packet!  Here are the research based recommendations:

Recommendation 1. Screen all
students to identify those at risk for
potential mathematics difficulties and
provide interventions to students
identified as at risk.


Recommendation 2. Instructional
materials for students receiving
interventions should focus intensely
on in-depth treatment of whole
numbers in kindergarten through
grade 5 and on rational numbers in
grades 4 through 8. These materials
should be selected by committee.


Recommendation 3. Instruction during
the intervention should be explicit and
systematic. This includes providing
models of proficient problem solving,
verbalization of thought processes,
guided practice, corrective feedback,
and frequent cumulative review.


Recommendation 4. Interventions
should include instruction on solving
word problems that is based on
common underlying structures.


Recommendation 5. Intervention
materials should include opportunities
for students to work with visual
representations of mathematical
ideas and interventionists should
be proficient in the use of visual
representations of mathematical ideas.


Recommendation 6. Interventions at
all grade levels should devote about
10 minutes in each session to building
fluent retrieval of basic arithmetic facts.


Recommendation 7. Monitor the
progress of students receiving
supplemental instruction and other
students who are at risk.


Recommendation 8. Include
motivational strategies in tier 2 and
tier 3 interventions.


Happy Mathing,

Dr. Nicki

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Number Bonds/ Fact Families/ Complements of Numbers and Guided Math

Posted on August 30, 2010. Filed under: Graphic Organizers, Guided math, Math Centers | Tags: , , , , , , , , |

Number bonds, fact families and complements of numbers basically are names for the same concept. They describe the relationship between pairs that make up a number. So for instance, 1+4, 2+3, 0+5 are all number bonds of five. For children to develop automaticity with number facts they need to learn their number bonds up to 18. They should learn these first through 5, then through 10, then through 18  cut and paste this url to arrive at this page…

The key component to this is to build understanding at the three levels: concrete, pictorial and abstract. Too often math textbooks jump right to the abstract level, asking students to make connections that they don’t really understand. I have written a post on fact families and ten frames but I would like to discuss this idea further here (be sure to see those posts for further discussion).

Concrete: It is important to start with concrete materials.

1. Use a 5 frame and two sided markers. So students can see the relationships of building numbers that build five. They toss the markers and see the different ways to make five.

 2.  Use snap cubes.  For example, I would use 2 green snap cubes and 3 blue ones.  I would then lead the students through activities where they explore the relationships.

3. Explore other numbers up to ten.

4. Use a 10 frame and two sided markers.

5. This is an excellent site that shows how to build through the 3 levels:


Pictorial- The children follow the steps above but then color in their answers on the templates.

At the pictorial level have them make cards that illustrate the bonds:


Some printouts that are colorful and engaging.

Abstract – At this level, add the number sentences. You can also add the fact family triangle. Superfun Power Point Game:

Interactive Powerpoints:  (All these power points you have to cut and paste the url to see…they can all be found on this website


These you can link to instantly: (great visuals some at pictorial and some at abstract level)

Practice sheets: Great Booklet to Make:

(Again you have to cut and paste these urls into the browser to arrive at exact page)

Great Links  cut and paste (most of the links above come from this site –there are tons more here…I just organized them and highlighted the ones I like)

Other Links

Also in this blog search:

ten frames, ten frame, fact families

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25 Things to do with the Hundreds Grid in a Guided Math Group or Math Center

Posted on August 24, 2010. Filed under: Differentiated Instruction, Guided math, Math Centers | Tags: , , , , , , , |

25 Things to do with the Hundreds Board

The hundreds board is a great tool for teaching a variety of math concepts.  Some boards start with 0 and others start with 1.  Every student should have their own number grid.  Remember in terms of differentiation, everybody is not necessarily on the same page.  For example, some students might be working on a number board that goes up to 20 while another could be working on a number grid that goes up to 200.  Number grids are great for teaching a variety of concepts including addition and subtraction strategies, reading number words and ordering numbers.  See the list below for some ideas.

1. Adding +1

2. Subtracting -1

3. Adding + 10 (

4. Subtracting +10

5. Teaching compensation with +8 facts

6. Teach compensation with  + 9 facts

7. Reading Number Words. Students pull a number card and mark that number word on the grid.First person to get 4 in a row vertically, horizontally, or diagonally wins.  Each player uses their own mat.

8. Number Hunt. Teacher calls out a numeral and the students find it.  This is a great way to reinforce vocabulary because the teacher can call out numerals such as 10 less than 25 or 1 more than 64 etc.  Also, the teacher can call out the numeral in terms of place value.  For example, find the number that has 2 tens and 7 ones.

9. Number Grid Puzzles

10. Fill in the Missing Numbers –

Take a number grid and white out some of the numbers.  Do this according to readiness levels- so some students have 5 numbers whited out while others have 25 missing.  Then put this grid in a sheet protector and have the students fill in the missing numbers. ath.asp?gr1-series100.html

11. Pull a Number and Round it to the Nearest 10. Use the Number grid to check your answer.

12. Talkin’ bout Numbers! Look at the number grid and discuss the numbers we use in daily life.

13. Skip Counting – Color in the Skip Counting Sequence or fill in missing number patterns.

14. Build a Grid

15. Find complements of 100

16. 100 Chart Picture Designs

17. Everyday each student fills  in the number of the day of school on a blank grid and discuss how many more days until the 100th day.

18. Numbergrid races. Students race against themselves or others to put the hundred board back together.  This can be cut up into various degrees of difficulty.  For example, some puzzles can be cut into horizontal strips, others into vertical strips, others into squares or rectangles and still others into varying odd shapes.

19. Race to 100

20. Race from 100

21. Highlight odd and even numbers

22. Hundreds grid Number Stories

23. Mystery Numbers

24. Multiple patterns

25. Money – The hundred board is great for teaching money.  Start by having students landmark the nickels, dimes and quarters and then give them problems where they have to use these landmarks to add money.

Web Resources:

Be sure to check out this website for 25 other things to do the number grid:

Print Resources & Games (click on the bottom of the page attachments in this site to get the activities after you read the page)

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Role of Flexible Grouping In Guided Math Instruction

Posted on January 18, 2010. Filed under: Assessment, Differentiated Instruction, Guided Math Introduction | Tags: , |

Guided Math Groups are organized according to the common needs of a specific group of students.  The goal is to engage in depth with those students around a particular instructional goal, with intensive practice.  Guided Math Groups are Flexible-meaning that they change over time.  As the teacher notices that students achieve particular knowledge and skill sets, they move the students around.  Also, students can be in different groups based on the content strand.  For instance, Carlos could be a great geometrical thinker and yet not have much fact power.  So Carlos would be in the novice group for fact power but perhaps in the expert group during the geometry unit.  This is why ongoing assessments are essential to the effective implementation of Guided Math Groups

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