Math Support Builder

Match support to the observed barrier, connect representations, and preserve the mathematical reasoning students must produce.

Skill or problem typePrimary barrier hypothesisRequired targetObserved error pattern and student explanation

Build the representation bridge

Representations are thinking tools. Make the mathematical connection explicit rather than treating manipulatives or drawings as an activity by themselves.

CONCRETEVISUAL / SEMI-CONCRETEABSTRACT

Precise mathematical language and student explanationWorked example → partially completed example → independent problemFade triggerIndependent aligned check

Math support plan

MATH SUPPORT PLAN
Skill/problem type: Not entered
Target that remains intact: Not entered
Observed error pattern: Not entered
Primary barrier hypothesis: Conceptual understanding

REPRESENTATION BRIDGE
Concrete: Not entered
Visual / semi-concrete: Not entered
Abstract symbols and notation: Not entered

MATHEMATICAL LANGUAGE
Define the precise words and sentence structures students will use to explain.

WORKED EXAMPLE AND STUDENT THINKING
Plan what is modeled, what is covered or removed, and what the student must explain.

FADE PLAN
Define when the representation, organizer, or example becomes less intensive.

INDEPENDENT CHECK
Use a new but aligned problem and require a representation or explanation that shows reasoning.

Do not use a tool or accommodation in a way that replaces the skill being measured unless the current plan or assessment rules explicitly permit it.

Evidence baseIES mathematics intervention practice guideSystematic instruction, mathematical language, representations, number lines, word-problem structures, and progress evidence inform this planner.