LEADER 03079nam 2200673 a 450 001 9910480237603321 005 20170815154255.0 010 $a1-4522-7319-7 010 $a1-4522-0753-4 035 $a(CKB)2550000000108108 035 $a(EBL)996221 035 $a(OCoLC)806033026 035 $a(SSID)ssj0000721633 035 $a(PQKBManifestationID)12304234 035 $a(PQKBTitleCode)TC0000721633 035 $a(PQKBWorkID)10692654 035 $a(PQKB)11660056 035 $a(MiAaPQ)EBC996221 035 $a(StDuBDS)EDZ0000082895 035 $a(EXLCZ)992550000000108108 100 $a20120427d2010 fy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aResponse to intervention in math$b[electronic resource] /$fPaul J. Riccomini, Bradley S. Witzel 210 $aThousand Oaks, Calif. $cCorwin ;$aLondon $cSAGE [distributor]$dc2010 215 $a1 online resource (169 p.) 300 $aDescription based upon print version of record. 311 $a1-4522-1935-4 311 $a1-4129-6635-3 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Preface; Acknowledgments; About the Authors; Chapter 1 - What Is RTI, and Why Is It Important?; Chapter 2 - The RTI Process for Math: Getting Started; Chapter 3 - A Tiered Approach to More Effective Mathematics Instruction; Chapter 4 - Mathematics Interventions Overview; Chapter 5 - Number Sense and Initial Math Skills; Chapter 6 - Building Students' Proficiency With Whole Numbers; Chapter 7 - Fractions and Decimals; Chapter 8 - Teaching Problem Solving Strategically; Chapter 9 - The Importance of Teaching Mathematical Vocabulary; Chapter 10 - Next Steps in the RTI Process 327 $aReferencesIndex 330 8 $aResponse to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This text presents a discussion about RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes. 606 $aCurriculum planning 606 $aEffective teaching 606 $aLearning disabled children$xEducation 606 $aMathematical ability$xTesting 606 $aMathematics$xStudy and teaching (Elementary) 606 $aMathematics$xStudy and teaching (Middle school) 608 $aElectronic books. 615 0$aCurriculum planning. 615 0$aEffective teaching. 615 0$aLearning disabled children$xEducation. 615 0$aMathematical ability$xTesting. 615 0$aMathematics$xStudy and teaching (Elementary) 615 0$aMathematics$xStudy and teaching (Middle school) 676 $a372.7 676 $a510.71 700 $aRiccomini$b Paul J$01048994 701 $aWitzel$b Bradley S$01048995 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480237603321 996 $aResponse to intervention in math$92477677 997 $aUNINA LEADER 01585nam 2200397 n 450 001 996386884403316 005 20221108035832.0 035 $a(CKB)1000000000617671 035 $a(EEBO)2240855477 035 $a(UnM)9927529800971 035 $a(UnM)99825740 035 $a(EXLCZ)991000000000617671 100 $a19941108d1695 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aFlemstadts most strange and wonderful prophecy, foretelling what may be the wonderful effects and continuance of this present frost and great snow: With an historical account of the several great frosts, since the conquest$b[electronic resource] 210 $aLondon $cprinted for E. Golding$d1695 215 $a[8] p 300 $aAuthor's name from Wing. 300 $aSignatures: [A]⁴. 300 $aAt foot of title page: licensed according to order. 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aFrost$zEngland$vEarly works to 1800 606 $aPredictive astrology$vEarly works to 1800 615 0$aFrost 615 0$aPredictive astrology 700 $aFlamsteed$b John$f1646-1719.$0796583 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996386884403316 996 $aFlemstadts most strange and wonderful prophecy, foretelling what may be the wonderful effects and continuance of this present frost and great snow: With an historical account of the several great frosts, since the conquest$92347278 997 $aUNISA