Teaching Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model.

The Common Core State Standards (2010) involve the demonstration of conceptual knowledge of numbers and operations. For students who struggle with mathematics and have not responded to instruction, it is important that interventions emphasize this understanding. In order to address conceptual understanding of numbers and operations in meeting the rigorous Common Core State Standards, interventions should include the use of explicit instruction, manipulation of objects, and visual representation of numbers. The current pilot study investigated the use of such a method within a tiered intervention model, the concrete-representational-abstract (CRA) sequence and the strategic Instruction Model (SIM). Six fourth grade students receiving intervention through a response to intervention model participated. Multiplication with regrouping was taught using CRA and SIM (CRA-SIM) over the course of ten lessons as part of an intervention period. Data were collected before and after CRA-SIM instruction and statistical analysis showed that students made significant gains after instruction. The practical implications and application of CRA-SIM instruction will be discussed. Teaching Multiplication with Regrouping Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model Roles and responsibilities of special education teachers have expanded with adoption of school failure prevention models such as response to intervention (Mitchell, Deshler, & Lenz, 2012; RtI). The Individuals with Disabilities Education Improvement Act (IDEIA, 2004), expanded the eligibility definition for specific learning disabilities to include lack of response to systematic intervention. Since that time, general and special educators have collaborated in implementing RtI to provide systematic intervention for students at risk for failure. This collaborative process begins with the provision of evidence-based instruction to all students by the general education teachers. General education and special education teachers work together to identify students who demonstrate lack of progress and need differentiated instruction within the general education classroom. Special education teachers may assist general education teachers in their development of differentiated instruction. General education and special education teachers work together to identify students who continue to demonstrate lack of progress and are in need of more focused and intensive intervention. The special education teacher is likely to take a more active role in the provision of intensive instruction for students who have failed to respond to evidence-based general education practices and differentiated instruction. This includes