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building their confidence in solving the questions accurately first before moving to timed practice?

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Scaffolding.

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lots of practice

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stress at the fact that it's timed, teacher walking around staring at you, and others writing the answers so quickly adds to the pressure that timed tasks already provide

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the time, noise, under pressure, environment

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Progress from first test to next / later tests

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ability to work under time pressure

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lots of practice and less pressurised activities to support fluency before surprise time test.

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students with lower fluency -give more targeted support for developing this area

students with higher fluency - consider how their fluency/facts can be transfered to solve harder problems

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stagger time for different levels, provide access to support tools eg. number grids for lower levels, different times of day - the surprise can be tough if you aren't confident!

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Choosing the best strategy, correct answers, quick thinking, pressure, NOISE from others around the room, needing to write Math down.

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fluency, accuracy and speed

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Understanding student knowledge/level, where to go from there? Teaching points, differentiation, scaffolding, etc

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Look at fluency and foundation skills of number knowledge

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Not knowing which strategy to use

Poor time management

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Anxiety, inability to think on the spot, inaccurate representation of true knowledge and ability

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Time pressure

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sheer panic at feeling inferior and mind going blank!

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number fluency

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Fluency, accuracy and processing speed

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Number fluency

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Mental Math and efficient choice of strategies ot find the correct answer

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To assess number fluency - mental arithmetic

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To test fluency