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Teach Connecting Math Concepts E (5)
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Module introduction5 Topics
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Overview25 Topics|3 Tests
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Cover
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Lesson objective
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Opening the lesson
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Direct Instruction overview
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CMC overview
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Teacher’s role in motivation
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Affirmations
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CMC E materials
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Time requirements
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Placement testing
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Check Your Understanding
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Grouping, seating, STAR, transitions
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Routines for transitions
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Script features
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Script with brackets
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Abbreviated scripts
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Call on individual students
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Check Your Understanding
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RMSE LA K-Individual Turns
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Board work
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Lined-paper icons
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Maths learning behaviours
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Connecting CMC to Oz-e-maths15 Topics|2 Tests
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Addition number families22 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Auditory signal
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Auditory signal
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Number families
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Corrections and repeat until firm
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Active monitoring
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Active monitoring
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New direction
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Number family computation
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Corrections spoken and written
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Comparison word problems
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Check Your Understanding
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Sequence word problems
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Abbreviated skip boxes
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Sequence word problems with abbreviated skip box
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Classification word problems
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Corrections for number families
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Multiplication number families and facts21 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Multiplication families
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Point-touch signal
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Point-touch signal
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Multiplication family: word problems overview
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Multiplication family: times word problems
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Multiplication family: each/every word problems
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Multiplication family: unit measurement/fact word problems
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Check Your Understanding
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Corrections for multiplication number families
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The tick
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Facts explained
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Multiplying by 9
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Droning and corrections
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New fact families
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Corrections for facts
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Fractions and whole numbers17 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Basic fraction analysis explained
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Basic fraction analysis
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Fractions lesson thirty-one
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Fractions lesson forty-two
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Fraction multiplication
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Equivalent fractions
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Corrections
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Whole numbers
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Script success
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Check Your Understanding
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Test Your Understanding
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Lesson practice
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Review
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Lesson completed!
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Cover
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Decimal, Per cent and Geometry18 Topics|2 Tests
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Cover
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Lesson Objective
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Opening the Lesson
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Decimal and Per cent Overview
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Decimals
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Per cents
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Corrections
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Geometry Overview
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Perimeter – Area
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Angles
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Supplementary and Vertical Angles
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Protractors
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Call on Individual Students
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Check Your Understanding
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Test Your Understanding
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Video: Demonstration
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Review
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Lesson Completed!
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Cover
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Column subtraction, multiplication and division21 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Auditory signal
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Auditory signal
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Column subtraction types
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Column subtraction
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Column subtraction doubling
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Point-touch signal
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Point – Touch Signal
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Column multiplication overview
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Multiplying 2-digit by 1-digit numbers
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Multiplying by tens
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Corrections
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Division
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Remainders
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Interior remainders
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Check Your Understanding
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Rounding, estimation, coefficients, inverse operations and mixed-number computations17 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Rounding and estimation
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Rounding
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Rounding to tens, hundreds and thousands
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Coefficients
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Inverse operations
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Corrections
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Mixed number computations
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Adding – subtracting
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Multiplying mixed numbers with whole numbers
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Observe students and give feedback
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Check Your Understanding
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Coordinate system and functions, ratio word problems and prime factors19 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Point-touch signal
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Point – Touch Signal
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Coordinate systems
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Functions
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Fractional coefficients
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Ratio word problems
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Each/every
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Check Your Understanding
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Fraction wording
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Prime factors
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Multiples
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Prime numbers
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Composite numbers
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Motivating students and independent work20 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Basis of student motivation
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The importance of monitoring responses
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Providing affirmations
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Affirmations
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Communicate in a positive manner
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Specific positive feedback
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Using specific positive praise
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Independent work
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Independent work expectations
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Work checks
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Work checks for independent work
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Conducting work checks
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Work-checks
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Check Your Understanding
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Mastery tests24 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Conducting mastery tests
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Mastery tests
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Using mastery test information
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Mastery test criterion
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Providing remedies
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Determining who needs remediation and retesting
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Mastery tests on SPT
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Inputting Data
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Cumulative tests
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Flight path concept
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Check Your Understanding
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Expected lesson pacing
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Lesson progress on SPT
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Pacing of instruction
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Effective transitions
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Lesson pacing and transitions
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Teaching routines
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Effective routines
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Test Your Understanding
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Review
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Lesson completed!
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Cover
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Bringing it all together28 Topics|2 Tests
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Cover
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Lesson objective
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Opening the lesson
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Auditory signal
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Auditory signal
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Corrections and repeat until firm
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Correction tips
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Lesson 42, exercise 1
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Point-touch signal
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Point – Touch Signal
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Lesson 42, exercise 2
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Lesson 42, exercise 3
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Abbreviated skip boxes
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Lesson 42, exercise 4
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Lesson 42, exercise 5
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Lesson 42, exercise 6 with textbook practice
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Corrections spoken and written
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Lined-paper icons
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Lesson 42, exercise 7
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Lesson 42, exercise 8
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Lesson 42, exercise 9
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Lesson 42, exercise 10
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Script success
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Check Your Understanding
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Test Your Understanding
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Lesson practice
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Review
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Lesson completed!
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Cover
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Module evaluation survey1 Topic
Participants 533
Lesson 4,
Topic 18
In Progress
Classification word problems
ddewell@goodtogreatschools.org.au August 7, 2023
Lesson Progress
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Classification word problems
Classification word problems span from lesson 107 to lesson 121.
Classification word problems differ from comparison or sequence problems because classification number families have three names not two. The names for classification number families always refer to a class and two subsets of that class.
If students have trouble identifying the name for the big number, show them how to test the names. Say each name and ask if it tells about the other two names.


The process is:
- The teacher says, ‘The names for A are old men, men, young men. Which name tells about all?’ and signals (auditory).
- The teacher asks, ‘What’s the name for the big number?’ and signals (auditory). The teacher continues same process with other two problems.
- The teacher says, ‘Make the number family for A. Use the underlined words. They are old, men, young,’ and observes students and gives feedback.
- The teacher says, ‘Check your work for family A. What are the names for the small numbers?’ and signals (auditory).
- The teacher asks, ‘What’s the name for the big number?’ and signals (auditory).