The animation is already done for you; just copy and paste the
slide into your existing presentation. Slide 2 Math-Fact Issues?
Slide 3 Math Fact Timing Activity Please number your paper from
1-14 Slide 4 1. 7 x 8 = Slide 5 2. 6 x 9 = Slide 6 3. 5 x 12 =
Slide 7 4. 17- 8 = Slide 8 5. 17 + 16 = Slide 9 6. 11 x 10 = Slide
10 7. 9 x 3 = Slide 11 8. 27 19 = Slide 12 9. 28 + 29 = Slide 13
10. 8 x 6 = Slide 14 11. 50 x 4 = Slide 15 12. 14 9 = Slide 16 13.
17 + 8 = Slide 17 14. 12 x 3 = Slide 18 Second Time A little more
time Slide 19 1. 7 x 8 = Slide 20 2. 6 x 9 = Slide 21 3. 5 x 12 =
Slide 22 4. 17- 8 = Slide 23 5. 17 + 16 = Slide 24 6. 11 x 10 =
Slide 25 7. 9 x 3 = Slide 26 8. 27 19 = Slide 27 9. 28 + 29 = Slide
28 10. 8 x 6 = Slide 29 11. 50 x 4 = Slide 30 12. 14 9 = Slide 31
13. 17 + 8 = Slide 32 14. 12 x 3 = Slide 33 3 33 What difference
did a few seconds make for you cognitively? Emotionally? What
difference did a few seconds make for you cognitively? Emotionally?
What impact do you think this has on our students? What impact do
you think this has on our students? Reflection Slide 34 Close Read
Fluency: Simply Fast and Accurate? I think Not! 1.Number Paragraphs
2.Underline important details 3.Circle things you disagree with
/confused about 4.Write Ahas! In the margins
http://www.nctm.org/about/content.aspx?id=34791 Slide 35 The main
consideration is that timed situations creates stress for the
students, which lowers the efficiency of the brain, especially in
the situation of new learning. Susan Mastering the Basic Math Facts
in Addition and Subtraction Susan OConnell and John SanGiovanni
Slide 36 The animation is already done for you; just copy and paste
the slide into your existing presentation. The Common Core State
Standards for Mathematics (CCSSM) document describes procedural
fluency as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately . (CCSSI 2010, p. 6) Slide 37 The
animation is already done for you; just copy and paste the slide
into your existing presentation. Fluency includes three ideas:
Efficiency Efficiency carrying out the strategy easily. Accuracy
Accuracy - depends on precise recording, knowledge of number
relationships, and checking results. Flexibility Flexibility
-requires the knowledge of more than one approach to solve the
problem and to check the results. Developing Computational Fluency
with Whole Numbers in the Elementary Grades Susan Jo Russell Slide
38 Fluency Standards by Grade Level Slide 39 Mathematics Fluency: A
Balanced Approach http://www.youtube.com/watch?v=ZFUAV00bTwA Slide
40 Developing fluency requires a balance and connection between
conceptual understanding and computation proficiency. Computational
methods that are over-practiced without understanding are forgotten
or remembered incorrectly. Understanding without fluency can
inhibit the problem solving process. NCTM, Principles and Standards
for School Mathematics, pg. 35 Slide 41 Conceptual Understanding
Develop strong understanding of operations and number relationships
through problem posing, hands-on exploration, real-world examples,
classroom discussion, exploring situations through literature Susan
OConnell and John SanGiovanni, Mastering the Basic Math Facts
(Heinemann 2011) John A. Van De Walle, Teaching Developmentally
(Pearson, 2004). Strategic Thinking Develop efficient strategies
for fact retrieval. Help students see the possibilities and then
let them choose strategies that help them determine the answer
without counting. Slide 42 Practice for Fluency Provide drill with
efficient strategies Scatter practice 5-10 min. day Use a variety
of practice activities to keep students motivated Use groups of
related facts Avoid too many facts too quickly Practice basic facts
in Math Review and Mental Math Susan OConnell and John SanGiovanni,
Mastering the Basic Math Facts (Heinemann 2011) John A. Van De
Walle, Teaching Developmentally (Pearson, 2004). Slide 43 Drill can
strengthen strategies with which students feel comfortableones they
ownand will help to make these strategies increasingly automatic.
Premature Premature drill introduces no new information and
encourages no new connections. It is both a waste of time and a
frustration to the child. Van de Walle & Lovin, Teaching
Student-Centered Mathematics Grades K-3, pg. 117 Slide 44
Differentiation Strategies For older students needing remediation:
Traditional Drill will not work Pre-assess known and unknown facts
Diagnose strengths and weaknesses Provide hope! Build success!
Source: John A. Van De Walle, Teaching Developmentally (Pearson,
2004). Slide 45 The animation is already done for you; just copy
and paste the slide into your existing presentation. Slide 46
Assessing Students Assess progress informally/formally Develop
procedures for keeping track of student data Consider using time as
a personal motivator beat their own record Have students track
their own progress The goal of fact checks/test should be to
identify additional instructional needs. Slide 47 One more/two more
Facts with zero Doubles Near-doubles (6 + 7 = 6 + 6 + 1 = 13) Ten
frame/five frame Subtraction think addition, build up through 10
(13 9, 15 8) Addition and Subtraction Key Patterns: Slide 48
Multiplication and Division Patterns: Doubles Fives Zeros and ones
Nines Helping facts (3 x 8 connected to 2 x 8 doubles plus 8 more)
Multiplication before division Divisions connection to
multiplication Slide 49 The animation is already done for you; just
copy and paste the slide into your existing presentation. Children
must master the basic facts because those who continue to struggle
with basic facts often fail to understand high mathematics
concepts. Their cognitive energy is spent doing computation when it
should be spent focusing on the more sophisticated concepts being
developed. (Forbringer & Fahsl, 2010) Slide 50 Group Discussion
How do you currently teach and assess math facts at your grade
level? What are the most significant ways in which we should
rethink teaching of math facts?
