PPT-Progression in learning Number Facts

Areas addressed Number bonds to ten Consolidation and practice of number bonds to ten Reinforcing table facts Rapid Recall of multiplication facts 2 Progression in Number Facts. Grades 3 and 4. Day 3. Welcome Back. Reflection on yesterday:. 4 . P. oint Evaluation. Parking Lot . Objectives. Build a Solid Understanding of the Fractions Progression Document. Examine Essential . Mental Skills. Recognise the size and position of numbers . Count back in ones and tens. Know number facts for all numbers to 20. Subtract multiples of 10 from any number. Partition and recombine numbers (only partition the number to be subtracted). Sir David Carter. National Schools Commissioner. “. The power of collaboration in sustaining long term school improvement. ”. Sir David Carter. National Schools Commissioner. A Sequence of Structural and Cultural Shifts. Response to Quantitative Reasoning Papers. Robert Mayes. Georgia Southern University. QR Papers. Heather . Johnson . QR . in Mathematics Education: Directions in Research and . Practice. Richard Lehrer and Anthony . their achievements?. Presented by. Michael Thompson, . Venessa. Tear and Rachel Creamer. Let’s start at Bridgewater. https://youtu.be/T_zkS--E6-c. Why is this now important?. What do most schools do already?. MOVEMENT: LEARNING IN PROGRESSION. Why Learn in Progression?. Progressive Concepts of a Movement Progression. Starting Points and Regression. Examples. Developing a Progression. Outline. Movement Quality trumps all capacity. Innovation in curricula design and flexible approaches to validation. UVAC Conference 2010. S-t-r-e-t-c-h-i-n-g level 3. Diploma transition and progression:. working collaboratively to enhance 14-19 learner progression opportunities. CATMA ETC MEETING. MAY 11, . 2017. BACKGROUND. GMT has grown rapidly through “mergers and acquisitions”. Over recent years, more emphasis on organization and capital improvements than service. Service consolidation. . Become . fluent . in the fundamentals of mathematics . Reason mathematically.  . Can . solve problems . by applying their mathematics.  . 4 Foundation . Stage. Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. . July and August 2012. Where Have We Been?. Historical Perspective. 2010. . . Federal Policy . 2012-13 Demonstration. S. chools. Where Are We Headed?. VISION:. West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectiveness. Item design. Outcomes/Scoring. Assessment quality. Outline. Overview of BEAR . Assessment System . A comprehensive, integrated system for assessing, interpreting, and monitoring student performance Tools for teachers to do the following:. Debbie Stott, Mellony Graven, . Nolunthu. . Baart. , . Gasenakeletso. Hebe, . Zanele. Mofu . AMESA, January 2017. Overview of . after-school maths club project. Maths club teacher development project in the club space . www.judyhornigold.co.uk. Session Overview. Demands of Maths. Dyscalculia, Dyslexia, Dysgraphia- definitions and identification. Impact of each difficulty on maths learning. Strategies to help:. Key facts and derived facts. For example : 5, 10, 15, 20, 25…... In this each term is obtained by adding 5 to the preceding term except first term. The general form of an . Arithmetic . Progression is . a , a +d , a + 2d , a + 3d ………………, a + (n-1)d.