Add+VantageMR® Fractions Course

Math Recovery® Sponsored
ACCEPTING OUT-OF-DISTRICT PARTICIPANTS
Space is limited. To join this course, contact US Math Recovery® at orders@mathrecovery.org or (952) 491-9870. A district purchase order or credit card payment is required no later than 2 weeks prior to the course starting date.

Course Dates

Date Starts Ends
Tuesday, August 20, 2019 04:00 PM 05:30 PM
Tuesday, September 3, 2019 04:00 PM 05:30 PM
Tuesday, September 10, 2019 04:00 PM 05:30 PM
Tuesday, September 17, 2019 04:00 PM 05:30 PM
Tuesday, September 24, 2019 04:00 PM 05:30 PM
Tuesday, October 8, 2019 04:00 PM 05:30 PM
Tuesday, October 29, 2019 04:00 PM 05:30 PM
Tuesday, November 12, 2019 04:00 PM 05:30 PM
Tuesday, December 3, 2019 04:00 PM 05:30 PM

About This Course

There is a 16 participant cap for this course. Class sessions are all virtual. Times listed are all EST. Cost is $995. A course access code to register will be provided after a payment method is received. Contact orders@mathrecovery.org to join.

Please check out all our available Fall 2019 Online Fraction Offerings:
Group 1: Start Tuesday 8/20 4pm EST
Group 2: Start Tuesday 8/20 7pm EST
Group 3: Start Wednesday 8/21 10am EST
Group 4: Start Wednesday 8/21 1pm EST
Group 5: Start Thursday 8/22 3pm EST
Group 6: Start Thursday 8/22 6pm EST

Please let orders@mathrecovery.org know what group you wish to join. Space is limited. Thank you!

Course Details

Add+VantageMR® (AVMR) Fractions Course is a virtual and online learning opportunity. This course compliments current Math Recovery® course offerings in early number and whole number arithmetic. Developing Fractions Knowledge, by Amy Hackenberg, Anderson Norton, & Robert Wright, serves as the course text and provides a detailed and comprehensive guide to classroom and intervention teaching of fractions. The teaching approach relies heavily on observing and documenting students' mathematical activity and thinking. Instructional sequences take into account detailed information about students' current levels of knowledge, as well as how students reorganize their ways of working with whole numbers in order to meaningfully work with fractions.