Focus on Fluency Bridging the Gaps

1. Regional Educational Laboratory (REL) Midwest and the Great Lakes West Comprehensive Center present Making Connections:Improving Mathematics Instruction and InterventionsWithin a Response to Intervention Framework Cathy Shide, www.movingtocommoncore.com cathy.integrated@bluetie.com Focus on Fluency Bridging the Gaps Developed by Cathy Shide, Consultant

2. Goals for the Session • Introduce the fluencies required at each grade level in grades K-12 as specified in the CCSSM • Understand that balanced emphasis requires that teachers create opportunities for students to develop fluencies • Understand how to apply the research to develop fluency Developed by Cathy Shide, Consultant

3. What is fluency? Developed by Cathy Shide, Consultant

4. Video of Authors of CCSSM • ABalancedApproach:Fluencyhttp://www.youtube.com/watch?v=ZFUAV00bTwA Developed by Cathy Shide, Consultant

5. What is fluency? • Fluent in the Standards means “fast and accurate.” It might also help to think of fluency as meaning the same thing as when we say that somebody is fluent in a foreign language: when you’re fluent, you flow. Fluent isn’t halting, stumbling, or reversing oneself. Developed by Cathy Shide, Consultant

6. Fluency is related to “quickness”, but it is not just about time. It is about ease of use and confidence in proceeding. For fact fluency, it is about remembering facts with automaticity. Procedural fluency is related to things you do “without having to stop repeatedly to determine next steps.” It enables students to get to application, problem solving, and increased complexity much faster. It facilitates the development of deeper understanding. Fluency helps students access their answers through different vantage points. Developed by Cathy Shide, Consultant

7. Fluencies from Listserv question • Computational fluencies – mental recall of facts and beyond! • Procedural fluencies – algorithms and properties of arithmetic • Conceptual fluencies – vocabulary! • Representational fluencies • Algebraic fluencies Developed by Cathy Shide, Consultant

10. Computational Fluency • Multiply 16 x 35 mentally • Only write an answer • Share your strategies in your table • 384/16 Developed by Cathy Shide, Consultant

11. Strategies vs Procedures • Counting on • Patterns • Fact families • Doubles • Times 5, times 9, square numbers • Composing and decomposing numbers to . . . • Make a ten • Make a double • Make a known fact • Make friendly numbers Developed by Cathy Shide, Consultant

12. Fact fluency development • Follows the progression of learning – concrete, representations or pictures, abstract. • Teacher needs to choose problems strategically • Time spent with strategies in different context Developed by Cathy Shide, Consultant

13. Flash Cards & Games • Look at the games that are described in the handout • What fluency would the game help to build in your students? • How could this game be used or modified to help struggling learners. Developed by Cathy Shide, Consultant

14. Math Wars • A player takes two cards and adds the numbers and records the sum. • Next player repeats this process during his turn • The player with the highest sum gets the cards. • Continue play until all cards are done. • See which player has the most cards. • Make Adjustments to this game! Developed by Cathy Shide, Consultant

15. “If a child can't learn the way we teach, maybe we should teach the way they learn.” Ignacio Estrada Developed by Cathy Shide, Consultant

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17. Resources • Number Talks – Helping Children Build Mental Math and Computation Strategies, Grades K-5, Sherry Parrish author, from Math Solutions • Number Talks - http://www.insidemathematics.org/index.php/classroom-video-visits/number-talks Developed by Cathy Shide, Consultant

18. High School Strategies • Increasing Decreasing Quantities lesson http://map.mathshell.org.uk/materials/lessons.php?taskid=210&subpage=concept • Pre-Assessment Probes – Uncovering Student Thinking in Mathematics, Grades 6-12: 30 Formative Assessment Probes for the Secondary Classroom • Secondary Number Talks - http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/217/middle_level_bank.pdf Developed by Cathy Shide, Consultant

19. Recommendation 2 • Instructional materials should focus on whole numbers in K-5 and rational numbers grades 4-8 Developed by Cathy Shide, Consultant

20. Recommendation 3 • Instruction during the intervention should be explicit and systematic. . . . Models of proficient problem solving, verbalization of thought processes, guided practice, corrective feedback, and frequent cumulative review Developed by Cathy Shide, Consultant

21. Recommendation 5 • Intervention materials should include opportunities for students to work with visual representations of mathematic ideas and interventions should be proficient in the use of visual representations of mathematical ideas. Developed by Cathy Shide, Consultant

22. Recommendation 6 • Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts. • K-2 efficient counting • 2-8 = knowledge of properties of arithmetic (page 90 of CCSSM) Developed by Cathy Shide, Consultant

23. Recommendation 7 & 8 • Monitor the progress of students receiving supplemental instruction and other students who are at risk. • Include motivational strategies in tier 2 and tier 3 interventions • Allow students to chart their progress and to set goals for improvement. Developed by Cathy Shide, Consultant