Consider the Math tiered system of student supports.
How does the student have access to Tier I core instruction? Consider fidelity. Does the student have access every day?
How often does the student access small group instruction?
How is the student accessing Tier II reading intervention? Consider fidelity. How often does the student have access? Is the program being implemented with fidelity?
Review the math core instructional practices. Which of the core instructional practices might further support the student?
Review student data with student. Set goals and action plan with the student.
Using IReady data, review data with student, set goals, and develop action plan to determine next steps. See iReady Student Data Chats Grades 3-5 or iReady Student Data Chats Grades 1-2.
Check iReady Progress Monitoring and review growth with students and identify next steps.
Provide students with opportunities to build their own models and use mathematical tools for concepts.
National Library of Virtual Manipulatives contains manipulatives and concept tutorials across the grade bands.
Within Math Realize, ETools, interactive manipulatives, can be used to help students visualize math concepts.
The Math Learning Center has 10 stand-alone Chrome apps for math manipulatives. These are virtual objects like number lines and blocks that kids can manipulate to understand math concepts. They also have a visual Partial Product Finder.
Provide opportunities for students to practice the academic and content vocabulary of mathematics.
The Envision text in the Realize platform provides access to accessible text. Math Accessible Students EBook-text size can be changed and can be read aloud such as SpeakIt and Read & Write using accessible text features.
Provide students with visual representations of math language. S ee link to grade level math curriculum maps for vocabulary cards.
Include a word walk for the unit in the classroom and refer to it as a resource for students.
Number talks provide students to opportunities to flexibly solving computational problems mentally.
Provide sentence frames for math talk moves.
Use movement and music to represent key ideas and vocabulary.
Support the automaticity of math facts.
Research indicates that timed assessments are less effective to support math fact fluency. Number talk, games, visuals cards are the best strategies for supports of math fact fluency.
See IXL for opportunities for practice of math facts.
Provide visuals for math facts with the facts and an accompanying visual to match the fact.
Ensure when practicing the math facts that students state the whole math fact.
Provide opportunities to preview/review math concepts.
Khan Academy videos can be assigned to support students to preview or provide additional reviews of math concepts.
See documents with math games:
Provide opportunity for students to move away from procedural math to analyzing problem solving situations.
Thinking blocks provide students an online platform to visualize problem solving situations.
Provide scaffolds or single point rubrics for DICE. See sample rubric for DICE and other resources.
Model the use of talk moves including referring to anchor charts and sentence frames.
See resources for incorporating math talk moves.
Incorporate turn and talk into daily lesson.
Provide students sentence frames or stems.
Allow multiple opportunities for students to use a choral responses during a lesson.
Provide opportunity for computer assisted instruction in mathematics to provide additional practice.
IXL provides additional practice in specific standards. Assist student in reviewing their data on IXL, setting goals, and developing action plan. See link for sample planning sheet to use with student.
Symphony Math is an additional option. This option provides more visual supports for students and involves less reading.