1) Because students with learning difficulties often have difficulty performing math skills at the abstract level, it is important that explicit links are made between both their concrete and drawing experiences and their abstract level instruction.
2) This teaching plan is written for the skill of two digits by one digit multiplication with regrouping. Following the same sequence of steps as outlined below, students would have had previous experience with using base ten materials and place value mats to complete multiplication problems involving multiplying tens by 1 digit and 2 digit by 1 digit numbers without regrouping.
3) This teaching plan outlines the steps for teaching two digits by one digit multiplication with regrouping. If additional instruction at the concrete level is needed for problems involving multiplying three digit numbers by one digit or two digit factors, the same sequence of steps as outlined in this plan can be followed. Use story problems to provide context.
4) Model estimating products.
5) Color code numbers according to place value and then fade.
6) Use story problems to provide context.
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