Intervention Plan - Touch Math Addition

Intervention Plan - Touch Math Addition

 

The four basic mathematical functions are addition, subtraction, multiplication, and division.  Mastery of addition is required before advancing on to higher order operational levels.  As a result, the purpose of this intervention plan is to provide a solid foundation in counting and addition using primarily the Touch Math method. More specifically this lesson plan is ! designed to systematically wean students away from the Touch Math system while increasing problem complexity.

Relatively little experience with addition is required prior to this intervention, however as a prerequisite the target student must be able to count and recognize numbers from zero to nine.  Also it is of professional interest to quickly review the typical techniques leading to addition mastery.  They are as follows:

1.    Count-All:  Starting at 1 students count each addend until arriving at the final sum.

a.    Example: 1 + 2 = 1…2…3 = 3

2.    Count-On: Using the addend as the starting point student counts on additional addends.

a.    Example: 4 + 3 = 5…6…7 = 7

3.    Memory Based:!   Repeated exposure to familiar problems builds memory-based addition.

a.    Example: 1 + 1 = 2

The Touch Math system follows this natural learning structure integrating visual, auditory, and tactile learning cues within each step. Reinforcing instructional material by tapping into multi-sensory learning modalities deepens conceptual understanding. This combination approach is thought to improve student attention span, skill retention, number identification, and addition accuracy. Contained in the following pages is a ten-step process that begins with counting via the Touch Math pattern and ends with three-row double-digit addition with regrouping. 

This modified addition intervention plan was gleaned from empirically supported teaching techniques; please refer to citations for more information.

Basic Information  

Grade Level; Domain 1st; Number Sense  

Strand:  

1.0 Students understand and use numbers up to 100 

2.0 Students demonstrate the meaning of addition and use this operation to solve problems.  

Standard:  

1.3 Represent equivalent forms of the same number through the use of physical models.  

1.4 Count and group! objects in ones and tens.  

2.1 Know the addition facts and commit them to memory. 

2.5 Show the meaning of addition. 

Instructional Setting:  Single student or small group work
Assessment Method:  Portfolio project and worksheets

References:  

• Mathematics Framework for California Public Schools, Pg. 20; http://www.cde.ca.gov/ci/ma/! cf/documents/mathfrwkcomplete.pdf 
• Simon, R. , & Hanrahan, J. (2004). An evaluation of the touch math method for teaching addition to students with learning disabilities in mathematics. European Journal of Special Needs Education, 19(2), 191-209. 
• Wisniewski, Z., & Smith, D. (2002). How Effective Is Touch Math for Improving Students with Special Needs Academic Achievement on Math Addition Mad Minute Timed Tests?
• Innovative Learning Concepts Inc.; http://www.touchmath.com/ 

Lesson Description   

This intense intervention plan focuses upon counting and addition using primarily Touch-Math with limited Block-Math.  Students will start with basic counting and move through progressively more challenging addition problems; ending at the three-row double-digit addition with regrouping stage. 

These lessons rely heavily upon worksheets and are structured to teach addition while removing select touch math support aids.  At the end students will have created a Touch Math Portfolio filled with worksheets, which will serve as a reference and concrete assessment tool.   

Please note the touch math program provides a variety of math-oriented puzzles/games that may be included to alleviate student boredom. In addition, re-teaching warm up activities are embedded within each lesson so as to retain mastery.  

Lesson 1:  Counting

Touch Math Counting
Objective: After completing this lesson, student will be able utilize touch math dot patterns to count from 0 to 9.

Counting, 0: 

1. Number is said out loud and teacher notes there are no touch points for zero. 

Counting, 1-5: 

2. Count out loud each touch point hat appears as a solid colored circle once. 

3. Pausing at the final touch point, say numeral before moving onto the next number. 

Counting, 6-9: 

4. Count out loud each touch point that appears as a solid colored circle once and count double circles twice.  

5. Pausing at the final touch point, say numeral before moving on.

Block Counting Transition

1. Repeat activity above with the appropriate number of blocks covering the touch points. 

Block Counting 

2. Place blocks over squares 

3. Count out the number of blocks 

4. Stop counting at last block for the total amount  

5. Write answer in corresponding square