What if the crucial member was not as vital as you first thought? What if the crucial member was a critical member that was holding back the church? Think about it this way: what if the person’s subtraction (leaving the church) became an addition for the body? If you are confused, do not give up on this resource just yet. Stick with Desmond Barrett as he unpacks what he has learned leading established churches. Be honest with yourself; leadership can be challenging through any loss, but when someone leaves on purpose and in turn blames you, it’s gut-wrenching. Know this truth: God has a plan for the local church, and if you are willing to surrender to God’s plan, great things will come from the loss. God revealed to the author several years ago ways to look at subtraction as addition and see it as a positive rather than a negative.

Designed for all teachers, this book provides a wealth of materials and resources to support the needs of learners, aged 6 to 14 years, who have difficulty with maths and number. Packed full with 220 activities and 55 games, the author provides you with a complete toolkit to enable you to understand dyscalculia and implement practical and innovative strategies to use in the classroom or at home. This fourth edition is updated with new content including: - more on dice and board games, multiplication and division; - new downloadable and printable teaching materials (including tracking sheets, activity sheets, game boards and teaching resources); - updated videos.

Build both math and test-taking skills with practical problem-solving demonstrations and drill pages that feature new skills plus a review. This curriculum-based, reproducible resource is the perfect supplement to any math program. Included are 96 cut-apart flash cards, an answer key, plus an award and completion certificate. --From the publisher.

This book addresses a crucial aspect of sustaining a response-to-intervention (RTI) framework in a school: selecting interventions with the greatest likelihood of success and implementing them with integrity. Leading RTI experts explain how to match interventions to students' proficiency levels, drawing on cutting-edge research about the stages of learning. Effective academic and behavioral interventions for all three tiers of RTI are described in step-by-step detail and illustrated with vivid case examples. In a convenient large-size format, the book features more than 40 reproducible planning tools and other helpful forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. See also RTI Applications, Volume 2: Assessment, Analysis, and Decision Making, which provides tools for assessing the effectiveness of RTI practices.

This latest book in the bestselling Mathematics Recovery series gives mathematics educators a complete research-based framework for assessment, instruction and intervention in whole number arithmetic over the first 5-6 years of school.

Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well,substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinkingon curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is gearedtoward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively.It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America.

Build both math and test-taking skills with practical problem-solving demonstrations and drill pages that feature new skills plus a review. This curriculum-based, reproducible resource is the perfect supplement to any math program. Included are 96 cut-apart flash cards, an answer key, plus an award and completion certificate. --From the publisher.

These reproducible books have a much broader scopes than most math workbooks. In addition to offering computation practiced, they reinforce skill such as problem-solving, number sense, data analysis, measurement, geometry and more. Closely aligned with the national standards, a special assessment section at the end of each book helps teachers evaluate students’ progress and prepare them for standardized tests.

Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.