Teaching · For Tutors

Math Intervention Lesson Planner

Plan an intervention lesson that starts from the error pattern, links objects, drawings and numbers, and gives the student most of the minutes to practice.

Start a planWhat you get
$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Tutoring business kit, $69 for 97 items.

Plans

Each plan keeps the error pattern, the representations and a timed lesson. Load the worked example to see a 40-minute fractions lesson.

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What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
A lesson plan with the target skill, the goal and mastery criterion, the error pattern, the representations and the data recorded; a timeline that adds up against the lesson and shows the share of practice time; seven checks marked ready, not yet or not needed; and a run sheet with clock times to print.
Who it is for
Math tutors, interventionists and special education teachers working with one student or a small group, grades 1 to 9.
Format
Browser tool with a saved record per lesson plan. Prints a run sheet with clock times, the full lesson plan, every lesson plan in a table or a blank form; downloads a spreadsheet (.csv); exports and imports a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Tutoring business kit ($69) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The For Tutors space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Write the error pattern.
  2. Choose linked representations.
  3. Lay out the segments.
  4. Mark the checks.
  5. Print the run sheet and record the data point.

Start a plan

What intervention lessons in math have in common

Concrete, then drawn, then numbers: one idea, three formsConcreteFraction strips orbase-ten blocks in thehandThe student moves themwhile saying what theyshowRepresentationalThe same problem drawn:bars, number lines,place-value chartsDrawings point back tothe objectsAbstractNumbers and symbols onlyThe student explainseach step using wordsfrom the drawingConcrete, then drawn, then numbers: one idea, three formsConcreteFraction strips or base-ten blocks in thehandThe student moves them while saying whatthey showRepresentationalThe same problem drawn: bars, number lines,place-value chartsDrawings point back to the objectsAbstractNumbers and symbols onlyThe student explains each step using wordsfrom the drawing
The sequence works when each form is linked to the one before it on the same problem, not taught as three separate lessons.

From the federal practice guides

The practice guides on helping students who struggle in math recommend systematic, explicit instruction with think-alouds, visual representations, many practice opportunities with feedback, a few minutes of fact fluency in each session and regular monitoring of progress. The checks in this planner follow those recommendations.

Why start from the error

An error pattern says what the student believes. A student who thinks 1/8 is bigger than 1/6 does not need more practice; they need a representation that shows why the bigger denominator means smaller pieces.

Sources

  1. Fuchs, L. S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K. S., et al. (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC 2021006). Institute of Education Sciences.
  2. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., and Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060). Institute of Education Sciences.
  3. Agrawal, J., and Morin, L. L. (2016). Evidence-based practices: applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research and Practice, 31(1), 34-44.
  4. Rosenshine, B. (2012). Principles of instruction: research-based strategies that all teachers should know. American Educator, 36(1), 12-19.

The worked examples are made up. The 65 percent and 10-minute flags are planning rules of thumb. Nothing you type is sent to Caveat. Support: team@caveatacademic.com.