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Using Progressions and Learning Trajectories 
to Guide Intervention in Multiplication and Division

Build Math Minds

Virtual Math Summit 2024

Explore a mathematical task and examine where multiplication and division concepts and skills fall in standards and in research on how children develop mathematical understanding.

See how learning progressions and learning trajectories are each uniquely helpful in planning for and providing mathematics intervention for students in the elementary grades.

NOTE CATCHER

Make a copy of the Note Catcher for a  one-stop place to access handouts and take guided notes. 

SLIDES

Access the

PDF of the

presentation

slides. 

HANDOUTS

Access copies

of individual

handouts here. 

RESOURCES

Explore references and additional resources to enhance your learning from the session. 

RECORDING

Access the recording of the session. 

See materials from previous years below.

Build Math Minds Virtual Summit 2023

Using Progressions and Learning Trajectories to Guide Intervention in Addition and Subtraction

This session will focus on the progression of content standards and the pathways students may take to become proficient in addition and subtraction. We will engage in a mathematical task involving addition and subtraction, unpack the concepts and skills used in the task, and examine where those concepts and skills fall in the standards as well as in the research on how children develop mathematical understanding. We will examine both learning progressions and learning trajectories focusing on how they each are uniquely helpful in planning for and providing mathematics intervention for students in the early grades. 

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NOTE CATCHER

Make a copy of the Note Catcher for a  one-stop place to access handouts and take guided notes. 

SLIDES

Access the

PDF of the

presentation

slides. 

HANDOUTS

Access copies

of individual

handouts here. 

RESOURCES

Explore references and additional resources to enhance your learning from the session. 

RECORDING

Access the recording of the session. 

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