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Origo Math Specially Designed Instructional Tool for Students with concerns in Mathematics

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CLO Participants will be able to orally explain what ORIGOMath is, the profile of a student who would benefit from the ORIGOmath program, and how to use the ORIGOmath program, using academic vocabulary after -Review of the program -Watching OrigoMath Video -Practicing the OrigoMath Box of Facts -Practicing a few OrigoMath activities

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**Additional Resources at**

PPT is available at Additional Resources at Origomath Videos

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34.00 Four people equally share the total cost of $34 for a take out meal. How many whole dollars will each person have to pay? How do you know? $32.00 ÷ 4 = $8.00 $2.00 Origo Lesson from 4th grade Session 12.3 Using Money to Interpret Remainders Encourage the participants to explain that the number of dollars that can be evenly divided by 4 is 32 not 34. (Click) so / 4= 8.00 is Is this enough to pay for the meal? NO, how much more is needed to pay for the meal? (Click) 2.00 which is shared between 4 people so how much will each person have to pay? Next slide $2.00 ÷ 4 = $.50

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**Using money to interpret remainders**

$ = $8.50 8 r 2 4 34 -32 2 .5 4 2.0 -2.0 Then we take the 8.00 plus the .50 each person now must pay 8.50 per person. Using the concept of money can help students to understand the idea of remainders in division. This is one example of an OrigoMath lesson. The focus is on developing the conceptual understanding behind the computation problem.

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What is OrigoMath?

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**What is ORIGOmath? Number Sense and Computation Intervention**

Math fact fluency Multi-Sensory, direct, systematic and sequential addition to a core curriculum Some inquiry approaches utilized Grades 1st through 5th grade The primary purpose of OrigoMath is to support students who are struggling with Number Sense and Computation- where the core is not adequate. OrigoMath also has some elements of algebraic thinking as well. After students develop a strong conceptual understanding then math fact fluency is developed through strategies instruction using the box of facts It is a multisensory program that requires manipulatives (use your Hands on Standards for the manipulatives) Caution: some lessons use a inquiry approach… this might be difficult for student with weak verbal reasoning, poor visualization, executive functioning concerns and intellectual disabilities- make the proper adjustments to the lesson Intended for grades 1-5- it is aligned with the Common Core, however you probably will not be working at the students grade level

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**What ORIGOmath Is and Is NOT**

An intervention program for mathematics OR a resource for specially-designed instruction Foundational building for students’ understanding of number sense, computation, and early algebraic thinking Is NOT: A replacement for the core program Initial instruction of mathematical concepts and/or topics This emphasized that this is an intervention NOT a replacement core curriculum. As an intervention it doesn’t cover all of the math standards, only the number sense, computation and early algebraic thinking

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**Addition and Subtraction**

Number Sense Addition and Subtraction Multiplication and Division Algebra Origomath covers these four domains at each grade level except for Multiplication and Division in the first grade. Pass out to the participants the Origomath scope and sequence. A digital copy is available along with the powerpoint. DPS adopted Origomath as a Tier 2-3 math intervention for grades It was adopted as a specially designed instruction tools for elementary mild moderate special educators. The scope and sequence provides an idea of the types of skills addressed at each grade level.

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**Introduce Reinforce Practice Extend Origo’s Teaching Stages**

Introduce when the students have the necessary prerequisite concepts and skills, pictorial models are used to help students visualize the mental strategy. Reinforce the new strategy applied in activities and games situations. This stage often links the pictorial to the symbolic of the practice. Practice using a mix of experiences that are necessary to become fluent such as written work, oral answers, games, written answers etc Extend- once mastered the strategies and skills are applied to numbers beyond the basic fact range

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**2nd Grade Multiplication Skills Introducing the Doubling Strategy**

Reinforcement of Doubling Strategies This follows the multiplication scope and sequence but demonstrating how the four teaching stages progress. This is important as later we are going to talk about how to customize the scope and sequence for an invidividual child based on their needs. Review the slide

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**3rd Grade Multiplication Skills Practice Doubling Facts**

Expend Doubling Strategy Practice x 2 and x 5 facts Introduce the ten strategy Reinforce the 10 strategy Practice the 10 facts Extend the 10 strategy Introduce a rule strategy Reinforce a rule strategy Practice a rule strategy Quickly review – point out the key words Introduce, reinforce, practice and extend

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**4th Grade Multiplication Skills Practice Reinforce Extend**

This continues in each grade level. The full chart for multiplication and division can be passed around the room. (Keep this as it the only ones we have).

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**Grade 1-5 Teacher Source Book**

Purchased for Elementary Traditional School Mild Moderate Your kit contains a Teacher Source Book for Grades 1-5 Source Books contains 12 units of study 5 lesson each Assessment to be given after the Unit of Study- Written tasks, multiple choice and Individual Interview Blackline Masters of materials Prerequesite skills checklist Post-test for the end of the unit

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**Source Book Scavenger Hunt**

An addition lesson Prerequisite Checklist Post Test End of Unit test Resource Overview In groups of two or three explore one grade level Source Book. Use post it’s to label the following parts

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**Grade 1-5 Student Journal**

Each building was given one of each grade level. This is a consumable supply and is the responsibility of each building to purchase their own consumable supplies. This provided additional practice of the targeted strategy. Ideas if you cannot buy workbooks for each child Laminate Put in sleeve protectors Create your own worksheets

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**Make the worksheet CRA C- do first with Concrete objects**

R- do the worksheet for the Representational A- Create a worksheet with out the pictures and only the algorithm, thus making it abstract Consider making the worksheet manipulative for example go to page 37 in First Grade- the worksheet is based on missing addends (show picture). Consider using real cloth hangers and close pins. This makes the worksheet CRA- do first with real objects, then do with the picture, then do again taking the pictures away and only using the algorithm

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Box of Facts Each building was given an Addition/Subtraction Box of Facts and an Multiplication / Division Box of Facts- we will go through these later.

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**Optional: Building are encouraged to purchase**

Origo handbook Math Dictionary Resources These are additional materials that the school can purchase on their own and are recommended. One in the training kit.

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**Optional: Building are encouraged to purchase**

Figure It! Figure It! Provides more computation practice.

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**Optional: Building are encouraged to purchase**

Fundamentals Games for Mental Computation Fundamentals are games to work on mental computation.

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**Optional: Building are encouraged to purchase**

Book of Facts Extension of the Box of Facts The book of facts are an extension of the box of facts.

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**Optional: Building are encouraged to purchase**

MATHeMENTALS Fluency Practice This provides additional computational fluency practice

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Who is ORIGOMath for?

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**Who benefits from ORIGOmath?**

Students who struggle with computation conceptual understanding Student who need number sense development in the context of computation Students who need additional computation practice to develop fluency and mastery Student with number processing disorders

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**Types of Math Disorders**

Counting Skill Deficits Difficulty understanding the concept associated with fluid reasoning Associated with Number Module dysfunction Arithmetic Skill Number Sense Visual-Spatial Deficit Associated with Executive Functioning Procedural Disorders Memory Deficit This is a summary of the types of math learning disorders. The foundations is number sense rooted in the left hemisphere of the brain in the Number Mode. This includes an understanding of magnitude of number, instant recognition of quantity, counting, cardinality and place value. The other disorders are all connect with the number module and associated with other psychological disorders. Children who benefit from ORIGOmath are those with Arithmetic Skills deficit and Memory deficits. Counting skills and number sense deficits will require additional work that is not included in ORIGOmath. There is a daily number sense tasks but it may not be intense or adequate for these types of deficits. ORIGOmath doesn’t emphasize the procedural aspect of math and doesn’t cover geometry to address visual-spatial deficit. Non-verbal reasoning Rapid Recall of over learned material Origo will help but will need additional work Origo will address this need Origo does NOT address this need

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**How do I determine what the student needs?**

Collect the Body of Evidence Universal Data Core Curriculum Assessment Math their Way or New Zealand Ministry of Education Diagnostic Interview Monitoring Basic Skills Progress Fluency (computation and application Math Navigator Screener with Interview KeyMath Conduct a Root Cause Fishbone analysis This class doesn’t cover assessment of math skills. For additional support on how to conduct any of these math screeners refer them to

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**Reasoning and Problem Solving**

Number Sense Operations Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Name: _____Greg_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 0/3 - Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Problem Solving and Applications and Interview : SS 92 Key Math These are sample profiles of the body of evidence collected on a student. The data is laid out on the fishbone. The red indicates a deficit. Yellow indicates a slight deficit. Green indicates grade level performance. Greg has great reasoning and problem solving skills. His number sense is well developed. His fluency is slightly slow because he has many holes in his computation of operations. The data actually indicates that he received too much instruction in procedural math with weak instruction in the concepts behind the procedure. This is a child who will benefit from ORIGOmath. Color naming RAN: 5 grade level Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math Verbal Reasoning: SS 102 Executive Functioning Skills (structured or unstructured): - Poor focus in Math; excellent focus in Reading and unstructured environments Other: -Older sibling have no issues with math; parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

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**Reasoning and Problem Solving**

Number Sense Operations + Concept Level: 2/3 + Connecting Level: 0/3 + Symbolic Level: 2/3 + Visualization Level: 2/3 Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 3/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 0/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 0/5 Name: ___Samuel_____ Grade: 5th - Concept Level: 2/3 - Connecting Level: 0/3 - Symbolic Level: 0/3 - Visualization Level: 0/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 1/3 Place Value Connecting Level:1/3 Place Value Symbolic Level: 0/3 Fluency Assessment: 1. 8%iles 2. 8%ile 3. 7%ile Problem Solving and Applications and Interview : SS 81 Key Math; evidence of strong reasoning ability This kiddos will benefit from Origo, however it is not enough to address the weak number sense concerns, the additional fluency practice needs and the poor visual spatial processing. To address the weak number sense, he would need daily subitizing tasks (instant recognizing) and cardinality skills – if folks are asking about this we cover it in the SDI for Math class offered during the summer and school year. To address fluency, there needs to be fluency drills of only the facts that he has mastered the strategy. We are needing him to use the strategy faster and more accurately---- memorization is not the way to master fact fluency. To address visual spatial, there needs to be more pattern and puzzle work. Color naming RAN: 6th grade level Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math Verbal Reasoning: SS 88 Executive Functioning Skills (structured or unstructured): - Poor focus in in structured and unstructured environments Other: -Parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

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**Name: ___Samantha_____ Grade: 5th**

Number Sense Operations + Concept Level: 3/3 + Connecting Level: 3/3 + Symbolic Level: 3/3 + Visualization Level: 3/3 Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 3/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 Name: ___Samantha_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 3/3 - Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 3/3 Regrouping + Connecting Level: 3/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 3/3 Regrouping - Connecting Level: 3/3 Regrouping - Symbolic Level: 3/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level:3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 25%iles 2. 34%ile 3. 34%ile Problem Solving and Applications and Interview : SS 75 Key Math; evidence of weak reasoning ability This kiddo will not benefit from Origo . While low average on fluency, this is a memory concern and additional fluency drills are need. Her struggles are with non-verbal reasoning. Her verbal reasoning is strong. There might be weakness in visualization of story problems, but with concept and pictorial supports she is successful. Color naming RAN: 6th grade level Pattern Block Design or Visual Spatial Reasoning : SS 71 Key Math Verbal Reasoning: SS 92 Executive Functioning Skills (structured or unstructured): Excellent Other: -Parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

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**Approaches to instruction**

Mastery Inquiry Students discover how to solve the problem Guided or Open Inquiry Requires fluid reasoning Skills are developed sequentially Keep in mind that certain students may struggle with one type of approach over another. Skills needed to be successful in an Inquiry approach include executive functioning (focus, shift in mid stream), fluid reasoning and strong working memory (long term, short term plus executive functioning). Many students with a disability struggle with these skills. If a lesson calls for the students to “discover” the solution, then they may struggle. Either shift to a mastery approach or provide the necessary scaffolds such as changing to a CRA approach.

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**Prerequisite Skills for ORIGOmath**

Instant recognition of an amount up to 4 (perceptual subitizing) Counts to 20 Read and Write number to 20 Add and Subtracts simple story problems Instant recognition of an amount on a 10 frame (conceptual subitizing ) These skills are required to enter into ORIGO- Checklist provided in 1st Grade page 2-3 of the blackline masters. Use the Math their Way assessment to determine if these skills are present. Compare and Order three quantities Counts on from any given number (cardinality)

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**How do we implement ORIGOmath after determine they would benefit form ORIGOmath?**

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**4 Operations Addition 1st -2nd Grade Subtraction 2nd -3rd Grade**

2nd-4th Grade Multiplication 4th-5th Grade Division Since origo only address computation through the four operations, then simply start with addition. Have they mastered the skills on the Addition Scope and Sequence? If no, find out where they have began to see a problem. Start there. This means for a 5th grader who cannot count on (cardinality) you will start in the first grade book. If Addition is mastered then move to Subtraction and follow the same line of questioning and placement.

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Case Study Samual- 5th grader

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**Reasoning and Problem Solving**

Number Sense Operations Counting by Rote Memory: to 100 One-to-One Correspondence: to 10 Instant Recognition: 10/10 Conservation of Number: 1/3 Counting Backwards: from 30 Estimation of Objects: 3/3 Numeral Recognition: 10/10 Numeral Forms : 10/10 Cardinality: 5/5 + Concept Level: 3/3 + Connecting Level: 0/3 + Symbolic Level: 3/3 + Visualization Level: 2/3 Name: _____Greg_____ Grade: 5th - Concept Level: 3/3 - Connecting Level: 0/3 - Symbolic Level: 3/3 - Visualization Level: 3/3 Regrouping + Concept Level: 0/3 Regrouping + Connecting Level: 0/3 Regrouping + Symbolic Level: 3/3 Regrouping - Concept Level: 0/3 Regrouping - Connecting Level: 0/3 Regrouping - Symbolic Level: 1/3 Poor performance in Math Place Value Concept Level: 3/3 Place Value Connecting Level: 3/3 Place Value Symbolic Level: 3/3 Fluency Assessment: 1. 14%iles 2. 18%ile 3. 22%ile Problem Solving and Applications and Interview : SS 92 Key Math This is Samual profiles as indicated previously. He as all the prerequisite skills to starting working with Origo as indicated under the number sense category. His weakness is Operations. Color naming RAN: 5 grade level Pattern Block Design or Visual Spatial Reasoning : SS 88 Key Math Verbal Reasoning: SS 102 Executive Functioning Skills (structured or unstructured): - Poor focus in Math; excellent focus in Reading and unstructured environments Other: -Older sibling have no issues with math; parents didn’t report any history of math difficulty Fluency Reasoning and Problem Solving

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**After Before Count on 0 Count on 1 Count on 2**

Since he can count on he can do additional problems like +0, +1 and +2. The next set of strategies he doesn’t have mastered is Use doubles Strategy. Count on 2

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**Start with 1st Grade Unit 3 Move as fast as you can,**

But as slow as you must! He doesn’t have his double facts down. So this is the best place to start in the program. Unfortunately for Sam, he is in 5th grade, but we need to start him in first grade unit 3. Don’t let the child know you are starting in first grade.

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**Session 3.1 Introducing the Use-Doubles Addition Strategy**

Daily number sense activity introduces the use of doubles Define the word doubles Use pictures of things in nature that are already doubled Use stacks of cubes to introduce doubles Reflection activity The student journal will be to young for a 5th grader so make adjustments.

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Doubles Use real objects that are naturally doubles to provide a model (concrete), then have them draw pictures of these objects (representational) then do the fact (abstract) + = +

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**Origo Box of Facts- Doubles**

Next use your box of facts to reinforce doubles. Take out these and pass around to folks to explore. Note the key on the side of the box that explains the type of strategy used. Say the number you see (reveal second number) what is the fact? Write the fact Count On Doubles Bridge to 10

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**Doubles Video - ORIGOmath**

Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching the Use-Doubles Strategy for Addition Number Facts.

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**If 4+4 = 8 than 5+4 = 9 If 4+4 = 8 than 3+4 = 7**

Move onto Doubles +1 To use the near doubles strategy a student first has to master the doubles. Then, if the double is known, they use that and count up or down one to find the near double. Example: = = 9 (count up one) Or: = 8 so = 7 (count down one) If 4+4 = 8 than 5+4 = 9 If 4+4 = 8 than 3+4 = 7

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Doubles + 2 To add fives look for the five in both numbers to make a ten then count on the extra digits. Example: = (10 + 2) = 12 5 + 8 = = 13 Students who can see the five in 8 should have no difficulty. Students who can’t visualize numbers will find this hard. Most students can be taught to do this with some extra work. 5+7 5+5+2 10+2

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**Origo Box of Facts- Near Doubles**

Next use your box of facts to reinforce doubles. Take out these and pass around to folks to explore. Note the key on the side of the box that explains the type of strategy used. how can you figure out the total number of dots without counting open the flap to reveal the double Write the fact Count On Doubles Bridge to 10

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**Move as fast as you can, But as slow as you must!**

How long is that unit? Move as fast as you can, But as slow as you must! Cognitive Ability Estimated Amount of Time Strong fluid reasoning, memory and executive functioning 30 min Weak reasoning, strong memory and executive functioning 90 min Weak reasoning, memory and executive functioning 120 min This is not research based but to show the possible amount of time it might take is based on their cognitive skills.

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**Assessment for the Unit**

Written Task Multiple Choice Personal Interview There are three types of assessment for each unit. You can also supplement this unit with additional assessments. If the child has a strong conceptual understanding of the doubles, doubles plus 1 and double plus 2 but simply cannot recall them fast enough then consider fluency drills using the Box of Facts and additional fluency sheets doing times drills.

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**Digging deeper into the box of Facts?**

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Bridge to 10- ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Bridge to 10 Strategy Card Video .

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**Origo Box of Facts- Bridge to 10**

build 9+5 move objects to make a complete 10 write the new number Pass out a Bridge to 10 card to each person. Explain how to use the bridge to 10 10+4 Count On Doubles Bridge to 10

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**Origo Box of Facts- Bridge to 10**

build 9+5 move objects to make a complete 10 write the new number 10+4 Count On Doubles Bridge to 10

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Count On -ORIGOmath Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Count On video

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**Origo Box of Facts- Count on**

5+2=7 Pass out a count on box of facts to each participant and practice using them with each other. What is the number without counting? Count on two more Write the number sentence Count On Doubles Bridge to 10

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**Origo Box of Facts- flash cards**

3+2= ___ 2+3= ___ Pass out flash cards on box of facts to each participant and practice using them with each other. show, students reads, explains how they will answer show, reveal the turn around fact and answer show and write answer Count On Doubles Bridge to 10

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**Think-addition Subtraction ORIGOmath**

Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Think-Addition Subtraction Fact Strategy video

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**Origo Box of Facts- Count on**

cover one end; tell me what you see 1 1 how can we figure out the number of dots that are covered Pass out this one and have them practice with each other. write the fact repeat with other flap covered 2

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**Origo Box of Facts- flash cards**

3+2= 5 Pass out and practice How can we figure out this number think addition strategies show and write answer Count On Doubles Bridge to 10

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**Origo Box of Facts- flash cards**

18-8= ___ 18-10= ___ Pass out and practice. show, students reads, explains how they will answer show, reveal the turn around fact and answer show and write answer Count On Doubles Bridge to 10

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**Use-Ten Strategy for Multiplication ORIGOmath**

Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching Use-Ten Strategy for Multiplication video

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**Origo Box of Facts Multiplication**

using tens strategies 3x10=____ 10x3=____ Pass out and practice

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**Double, Double, Double ORIGOmath**

Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Teaching the Doubling Strategy for Multiplication Strategy video

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**Origo Box of Facts Multiplication**

2x4=__= 4x2 4x4=__= 4x4 8x4=__= 8x4 Pass out and practice double, double double, double double double

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**Build Up Build Down ORIGOmath**

Follow the link to Mathedology on you tube for ORIGOmath. Scroll down to the Build Up Build Down Fact Strategy video

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**Origo Box of Facts Multiplication**

10x2=__= 2x10 9x2=__= 2x9 Pass out and practice build up; build down

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**Origo Box of Facts Think Multiplication Division**

using tens strategies 15 dots 3 equal rows Pass out and practice

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**Origo Box of Facts Missing Factor Division Cards**

using tens strategies 7x4=28 Pass out and practice

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**Where do I find Origo in School Net?**

For this section, log into School Net and show them how to find the materials.

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**Hover mouse over Classroom**

School Net Hover mouse over Classroom If possible go to school net to find these three curriculum. If not then use these slides to show how to find them in School Net. These slides are here for folks to refer to if they are struggling on how to find the.

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**Click on Instructional Materials**

School Net Click on Instructional Materials

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School Net Select a Subject

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**Select Special Education**

School Net Select Special Education Click OK

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**Subject is now Special Education**

School Net Subject is now Special Education Click Search

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**Select the Curriculum Tab**

School Net Select the Curriculum Tab

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**Select Special Education**

School Net Select Special Education

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**Mathematics Navigator**

School Net Hands on Standards Mathematics Navigator ORIGOmath

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Wrap up?

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**With a partner, answer the following questions?**

What is ORIGOmath? Who will benefit from ORIGOmath? How do you use ORIGOmath?

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Welcome to Second Grade Parent Night!. My Background Four years experience teaching First Grade and two years teaching Second Grade Received my Professional.

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