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. CountAll: Starting at 1 students count each addend until arriving at the final sum.
a. Example: 1 + 2 = 1…2…3 = 3
2. CountOn: 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 memorybased 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 multisensory 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 tenstep process that begins with counting via the Touch Math pattern and ends with threerow doubledigit 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), 191209.
 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 TouchMath with limited BlockMath. Students will start with basic counting and move through progressively more challenging addition problems; ending at the threerow doubledigit 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 mathoriented puzzles/games that may be included to alleviate student boredom. In addition, reteaching warm up activities are embedded within each lesson so as to retain mastery.
Lesson 1: 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, 15:
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, 69:
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
TouchMath Handwritten Practice Cards
1. Students are given note cards and colored markers
2. Draw touch math pattern numbers (0 to 9) on each card.
3. Students use these cue cards to practice.
*Research shows some students have problems relating touch math number format to their own handwriting.
Lesson 2: Two Row Single Digit CountAll Addition
WarmUp Activity Count via Touch Math method the numbers 0 to 9 using practice cards. Block Addition Lesson: Given blocks SWBAT use CountAll addition to solve single digit addition problems. 
1. Place blocks over squares
2. Count out loud the number of blocks
3. Stop at the last block for the total amount of blocks
4. Writes answer in corresponding square
5. Repeat until worksheet complete.
Touch Math Addition
Lesson: Given touch math worksheet SWBAT solve two row single digit CountAll addition problems.
1. Read equation out loud (i.e. 3+2= ?)
2. Count all of the touch points
3. Stop counting at the final touch point for the answer.
4. Read equation with answer out loud. (i.e. 3+2=5)
5. Repeat until worksheet complete.
Lesson 3: Three Row Single Digit CountAll Addition
WarmUp Activity Count via Touch Math method the numbers 0 to 9 using practice cards. Review previous Touch Math lesson for Two Row Single Digit CountAll Addition Touch Math Addition Objective: Given touch math worksheet SWBAT solve three row single digit CountAll addition problems. 
1. Read equation out loud (i.e. 3+2= ?)
2. Count all of the touch points
3. Stop counting at the final touch point for the answer.
4. Read equation with answer out loud. (i.e. 3+2=5)
5. Repeat until worksheet complete.
Lesson 4: Two Row Single Digit CountOn Addition
Touch Math Addition Objective: Given touch math worksheet SWBAT solve two row single digit CountOn addition problems.  
1. Read equation out loud 2. Touch largest number and say “I touch the largest number, say its name, and continue counting” 3. Move on to next number and continue counting until final touch pad is reached. 4. Read equation with answer out loud. 5. Repeat until worksheet complete. Lesson 5: Three row single digit CountOn addition
1. Read equation out loud 2. Touch largest number and say “I touch the largest number, say its name, and continue counting” 3. Move on to next number and continue counting until final touch pad is reached. 4. Read equation with answer out loud. 5. Repeat until worksheet complete. Lesson 6: Two row double digit CountOn addition without Regrouping
1. Say, “I start on the side with the arrow. The arrow is on the right side.” 2. Find largest number in right column and say, “I touch the largest number, say its name, and continue counting”. 3. Move on to next number and continue counting until final touch pad is reached. 4. Write answer under appropriate column. 5. Repeat steps 2 – 4 for tens column. 6. Finish worksheet. Lesson 7: Three row double digit CountOn addition
1. Say, “I start on the side with the arrow. The arrow is on the right side.” 2. Find largest number in right column and say, “I touch the largest number, say its name, and continue counting”. 3. Move on to next number and continue counting until final touch pad is reached. 4. Write answer under appropriate column. 5. Repeat steps 2 – 4 for tens column. 6. Finish worksheet. Lesson 8: Two row double digit CountOn addition with regrouping
Lesson 9: Two row double digit CountOn addition with regrouping in the absence of touch points

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