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We include 4 removable, and reusable Goal Arrows with each Wall Chart. These stick to the Wall Chart to set motivating goals for your students. If your school needs Goal Arrows or additional Goal Arrows, here’s how to get them. Order Item 2008 and we will send you 48 additional arrows–enough for 16 teachers.

The Equivalent Fractions Learning Track is one of 26 included in a Universal Level Worksheet program subscription, which is available to try for 60 days.

Students need to know that six-eighths is equivalent to three-fourths and that four-twelfths is equivalent to one-third.  While they can calculate these, it is very helpful to know the most common equivalent fractions by memory.  One of the most common problems students have in fractions is not “reducing their answers to simplest form.”

Here’s a 5 minute Educreations lessons on How the Equivalent Fractions program works.

Part of the Universal subscription package.

Equivalent fractions will help students commit 100 common equivalent fractions to memory.  Each set (A through Z) has four fractions which are displayed on a fraction number line.  Students frequently learn fractions equivalent to one,such as ten-tenths, as well as fractions that can’t be reduced, for example three-fourths is equivalent to three-fourths.  Using the fraction number line will help with student understanding of why those fractions are equivalent.

Click here for the full sequence of 100 Equivalent fractions that students will learn in this program.

Equivalent fractions, Factors, and Integers, are all pre-algebra programs that are appropriate for middle school students who already know the basic facts.

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The Multiplication–Learning Computation Learning Track is one of 26 included in a Universal Level Worksheet program subscription, which is available to try for 60 days.

After becoming fluent with multiplication facts the best way for students to retain the knowledge of those facts is by doing multiplication computation.  If students have not been taught multiplication computation, this program breaks it down into small, easy-to-learn steps that are numbered in a teaching sequence that leaves nothing to chance.

Note that the number for each skill gives the grade level as well as indicating the teaching sequence.  Skill 3b is a 3^rd grade skill and after skill 3e is learned the next in the sequence is skill 4a.  The sequence of skills is drawn from M. Stein, D. Kinder, J. Silbert, and D. W. Carnine, (2006) Designing Effective Mathematics Instruction: A Direct Instruction Approach (4^th Edition) Pearson Education: Columbus, OH.

(3b) Multiplying 1-digit times 2-digit; no renaming

(3c) Multiplying 1-digit times 2-digit; carrying

(3d) Multiplying 1-digit times 2-digit, written horizontally.

(3e) Reading and writing thousands numbers, using commas.

(4a) Multiplying 1-digit times 3-digit

(4b) Multiplying 1-digit times 3-digit; zero in tens column

(4c) Multiplying 1 digit times 3 digit, written horizontally

(4d) Multiplying 2-digits times 2-digits.

(4e) Multiplying 2-digits times 3-digits.

(5a) Multiplying 3-digits times 3-digits.

(5b) Multiplying 3-digits times 3-digits; zero in tens column of multiplier.

For each skill there is a suggested Teaching Script giving the teacher/tutor/parent consistent (across all the skills we use the same explanation) language of instruction on how to do the skill.  The script helps walk the student through the computation process.  For the teacher, in addition to the script, there are answer keys for the five worksheets provided for each skill.

Each worksheet is composed of two parts.  The top has examples of the skill being learned that can be worked by following the script.  After working through those examples with the teacher the student is then asked to work some review problems of addition problems that are already known.  The student is asked to do as many as possible in 3 minutes—a kind of sprint.  If all is well the student should be able to do all the problems or nearly all of them, but finishing is not required.  Three minutes of review is sufficient for one day.

There are five worksheets for each skill.  Gradually as the student learns the skill the teacher/tutor/parent can provide progressively less help and the student should be able to do the problems without any guidance by the end of the five worksheets.  There are suggestions for how to give less help in the teaching scripts.

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(12) Make certain students remember how to make corrections when practicing Rocket Math. Display these 18 x 24 inch posters on the walls in a dozen classrooms and use it to teach students how to make those all-important corrections for errors and hesitations. A $216 value.