The last post The Diagnostic For Standards Based Progress Monitoring, I explained how I administered the diagnostic for standards-based progress monitoring and I keep track
To teach or not to teach divisibility rules. Well, that is another topic. A topic all on its own. I have two fourth grade math
In the last post, Types of CBMS, I explained the difference between standards based progress monitoring and progress monitor for computational fluency. This week, I
What exactly is a CBM? CBM stands for Curriculum-Based Measure. In other words, a CBM is a way for teachers to see how students are
Who LOVES teaching/practicing math facts with their students? Yeah, me neither! Every.Single.Year…I feel as if I am banging my head against the wall! Blahhh…uggg…sighhhhh….. I
Did you know that researchers estimate 85% of achievement test scores are based on the vocabulary of the standards? Now that right there is a
Of all the mathematical items to practice, assess and track, why would computational fluency be so important? What exactly is computational fluency? NCTM’s Principles and Standards
A weekly blog series to assist in the implementation of RTI in Math. This has been a long time coming. Months of research and reading
We all have those students that raise their hand and say, “I’m done, now what do I do?” We also have those who finish with
Getting your students to practice multiplication facts can be a challenge. I have compiled 10 ways to practice multiplication facts, that my students have enjoyed.
