Providing printable manipulatives of what the students have been using previously in the classroom can be helpful.įor building fact fluency, provide supplemental Instructional videos/online lessons through an app like SeeSaw, Class DoJo, Remind 101, etc on missing skill deficits embedded into standards covered by General Education assignments (Ex. Students have access to a different type of technology (cell phone, iPad, tablet) to leverage, but don't have a computerįor Concrete-Representational-Abstract Models, a variety of downloadable apps include virtual manipulatives within them to support the mathematical concept. Connect mathematics activities to stories and/or books that parents can read to their child. Send home a list that prioritizes the activities by starting with tasks that student should improve first. Individualize by choosing assignments/tasks/activities/games that specifically target skill deficits on downloadable computer games that do not require internet. Provide script of specific math language or concept to focus on. Increase opportunities for math talk through specific math games, craft activities, cooking activities. Household items can be used for concrete modeling with mathematics (counting items in the kitchen, etc.)įor building fact fluency, provide activities that focus on modeling a fluency strategy not just solving facts that include pictorial support of what the quantity looks like and limit the numbers included in practice (fact families). Math board games can include manipulatives that support the mathematical concept.
Students have access to a computer, but don't have reliable WiFi/internet accessįor Concrete-Representational-Abstract Models, include or provide visual representations in print accompanied with printable manipulatives to support the mathematical concepts within the assignment.
Prioritize the activities by starting with tasks that will yield increased access to grade level content. Individualize online learning-based platform or computerized adaptive program that are already available in your district by creating or choosing assignments/tasks/activities/games that specifically target skill deficits. Then teacher can provide more immediate auditory feedback (affirmative & corrective). Increase opportunities for math talk and feedback by having student share (live) or record their explanation of math problems and how they visually modelled the solution to the problem. Student lacks proficiency with multiplication facts, provide lesson in building fact fluency with multiplication but use multi-step equations as the problems during modeling, guided practice, & independent practice.)
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Students have access to a computer and have reliable home WiFi/internet access and have previously used an online classroomįor Concrete-Representational-Abstract Models, include or provide instructional how to videos using virtual manipulatives to accompany assignments to model the mathematical concepts within assignments For concrete models, provide printable manipulatives of the same visual models demonstrated.įor building fact fluency, provide supplemental Instructional videos/online lessons on missing skill deficits embedded into standards covered by General Education assignments (Ex.
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