How to Use Strategies for Math Intervention

I don’t know about you, but math class gets a bad rep when it comes to teaching and understanding it. Students come into math class already hating it and claim that they just don’t understand it. That mindset can be hard to shake especially when you add in the stress of high-stakes state testing! But have no fear, strategies for math intervention are here! 

I love using different strategies to help with tier 2 math intervention in the general education classroom. Now I am not a special education teacher, just a math teacher trying to help her students grow as mathematicians. Because math builds so much on itself, understanding a student’s struggle with a concept can be tough! Not to mention that every student can have a different struggle with different concepts. However, I have found a system and strategies for math intervention that works for me and my students, especially when state testing is right around the corner. 

My intervention stations work slightly differently than my typical math stations. If you are looking to start math stations in your 4th-6th grade classroom then I recommend my free 5-part video training series all about starting math stations. I walk you through everything you need to know to start math learning centers off on the right foot. Transform your math block from frustrating to fun! Drop your email below and the videos will be sent to your inbox.

What does math intervention mean?

Math intervention can mean a bunch of different things in the teaching world. Some might consider it similar to RTI or MTSS or even special education services. Others might consider it as remedial math. Still, others might just call math intervention working with small groups during math learning centers. Sometimes math intervention is done in the general education classroom, sometimes students meet with a para. There’s a wide range of answers to the question, what’s math intervention?

Each of these definitions would give you slightly different strategies for math intervention. For today, I’m talking about students who are typically at grade level, or very close, and need some additional time and practice with a concept. At my school this doesn’t have a name, just using data to drive instruction. Similar to MTSS but without a formal process. As the general education teacher, it’s up to me to meet students where they are struggling and move them to grade level. This is where my math learning centers routine comes into play.

During math learning centers, I pull small groups to work on the current topic we are learning as a whole group. Based on exit tickets, or some other form of data, I have identified these students as needing additional support. This support can take many forms, sometimes it’s an error-analysis practice or learning to check their work. Other times, this is a time for a mini-lesson with concrete manipulatives. Still other days, students need to practice a skill from the prior grade level in order to grasp the concept. These are all strategies that I use in my weekly math station small group time.

However, as we get closer to state testing season (oh joy…) I spice up my math learning centers. Of course, I want all my students to work on a skill or concept that they might have forgotten or never fully grasped the first time around. I call this type of math station, an intervention station. 

Math Intervention RTI

Inside my math intervention stations, I want students working on a skill that they have probably forgotten in order to prepare them for the state test. With test prepping in mind, I need to know what students have forgotten. I create an exit ticket with 3 problems on it, 1 problem for 3 totally different skills. For example, I might have a problem with multiplying whole numbers, another on how to add and subtract fractions, and then maybe a problem with plotting ordered pairs. 

Students answer the exit ticket on a Monday to give me time to prepare for Friday Intervention Stations. Then I sort students based on the questions they missed. I try to create relatively even size groups so if a student misses more than 1 question, I will add them to a group that has fewer students.

Strategies for Math Intervention

Once students are sorted into their groups, I start to plan activities. Intervention stations are different than my typical math learning centers, but that doesn’t mean we don’t have fun! I love using these strategies for math intervention because they feel a little different than what we typically do on a weekly basis.

Warm-Ups

Bellwork or morning work is a great time to check over the exit tickets as a class. I will pass them back to students on Friday and we will correct them as a class. I already know what students are in what group and this also clears up quick errors that students might have had. This also provides all students with a quick review of the 3 types of problems. Once warm-ups are done, I split students into their groups and hand them their activities for the day.

Mini-Lesson Reteach

Before students dive into practice, I do a quick reteach of a problem. I simply model a problem on a mini whiteboard with students helping me (like a we do together lesson component). This could also use one of my student anchor charts to help students follow along. I want something that is quick (I have other groups to get to!) but also something they can refer back to as they complete their activity. 

I find that most students just need a quick refresher before they remember the concept. If students need additional practice with the skill, I make note of it to pull them on a more individualized level. 

I usually start with the group that has more students in it or the group that needs help getting started right away. I try to move as quickly as possible so that I can meet with each of the 3 groups multiple times. If you are able to have a student aid, para support, or an additional helper, this is a great lesson to include them in 🙂

Self-Checking Assignments

In order for test prep practice to work, I need activities to be self-checking. Options for this either have answers are provided at the bottom (like in a solve & color) or something more low tech (like the answers scrambled on the front board). I want students to be able to check their work as they are practicing.

Collaboration

Students can work in pairs if they would like during this time. I try to include a lot of collaboration in my math class and math intervention is no different. Students can learn from their peers as much as they can learn from me. If a peer can explain their thinking then their own grasp of the concept increases.

Activities that I love to use for collaboration are round-tables and error-analysis as the conversations students have are really math-focused. Math games would be another option for this strategy but I prefer students to have something to hand in at the end of the class period. I use their work to help identify if I need to meet with that student again on a more individual basis. Also turning in their work holds them more accountable.

Technology in Math Intervention

I try really hard to not use technology during my math intervention stations but sometimes, it’s inevitable. If I am using the computers, I look for options that still offer collaboration. Options for this include digital task cards or other digital math stations. Some are self-checking too, which is really helpful in a pinch.

I have also used short videos for reteaching a concept. The notes I created for 5th grade include a video component so I will sometimes assign the videos for students to watch. I also love using Kahn Academy for both their video lessons and the practice problems that can be easily assigned. Of all the strategies for math intervention, I use technology the least often.

Shortened Assignments

I don’t assign super long assignments on a regular day but I really keep this tip in mind as I am planning activities for each group. On math intervention days, I keep each topic’s assignment short and sweet. I only have a 45-minute math block anyway. I also don’t want students to feel overwhelmed with a worksheet full of 40 problems. By shortening the assignment, students are able to stay focused on the concept and really practice. It also helps that they are working on 1 topic for the whole class period, for example graphing ordered pairs. 

Even with a shortened assignment, I vary the types of problems they see. A couple of DOK level 1, 2, and 3 problems are ideal. Including word problems is also helpful to not only practice a skill but also give kids opportunities to practice what they will see on the state test.

Keeping Students Challenged

If a student completes all 3 problems from the exit ticket correctly, I will do one of two things. The first option is an extension activity like a PBL or a challenging problem of the month. This is a great option if there are a few students in this category. The challenge students can work together on their activity and create a 4th group if you will.

The second option is to make them a Student Helper Checker. This is a very coveted role in my classroom and I don’t use it often. This Student Helper Checker is given a special marker and is tasked to help other students if they get stuck on their topic activity. They act as a mini teacher, not telling answers but helping the other student get to the answer. I don’t give them the answer key for this reason. I have found that students are more inclined to ask another peer for help than me, which is a great skill to teach middle schoolers. 

Exit Tickets

As a math teacher, I love collecting and analyzing data. After students have time to practice their topic, I give them a new exit ticket. The exit ticket still has the same 3 topics, just slightly different numbers. Students solve each of the problems, no matter what topic they practiced. They staple their activity to the ticket and turn it in. If we have time, we will grade it as a class, but due to such a short math block, there usually isn’t time. Then, I compare how they did from the first ticket to the last ticket. This is great for data tracking and I have sometimes had students track their own pre-ticket and post-ticket data. 

If a student still misses the same topic, I will pull them into a small group during class to keep reteaching usually with more models or manipulatives. Some topics on the state test appear more than others, so if it isn’t a priority standard I can work to reteach after state testing is over. Some schools I’ve been at have had state testing boot camp and so these students make a great recommendation for that program or for after-school tutoring.

Additional Math Intervention Curriculums & Resources

If you are looking for a full-ledge math intervention curriculum I have a few of my favorites recommended below. These are typically more for a remedial math middle school level class but can be used in a math intervention station approach too.

• Planning for Math Remediation
• Math Intervention Schedule 

If you are looking to learn more about what is math intervention, be sure to check out these blog posts to help answer your questions!

• Mathematics Interventions: What Strategies Work
• Strengthen Mathematics Intervention to Promote Student Success

I’d love to know if you run anything like math intervention stations. Any strategies for math intervention that work in your classroom?  I’d love to hear from you in the comments below!