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Basic Facts of mutltiplication . . . . Computational Fluency. Computational Fluency.
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Basic Factsof mutltiplication. . . Computational Fluency
Computational Fluency “Fluency with math procedures allows students to effortlessly compute while keeping their minds on the meaning of the problem, much the way fluency in reading allows students to effortlessly recognize words while keeping their minds on the meaning of the text.”
Fluency Practice • 5-10 minutes each day. • Teach related facts together using fact families and the missing addend/factor model. • Teach strategies along with memorization for quick recall. • Use drill effectively.
Mastering the Basic Facts • Strategy development and numbers sense are the best contributors to fact mastery. • Explicit strategy instruction is an effective method of helping students master facts. The key is to help students see the possibilities and let them choose. • Guided intervention based on student work and sharing of their own strategies in class discussion helps children adapt strategies that are meaningful to them.
Recommendationsfor teaching Basic Facts • 1. Ask students to self-monitor: students know which ones are their “toughies.” • Focus on self-improvement; only competing with themselves. • Drill in short time segments. • Work on facts over time. • Involve families; share your plan. • Make drill enjoyable.
What “not to do” when teaching basic facts • Do not use lengthy timed tests. • Do not use public comparisons of mastery. • Do not proceed through facts in order from 0-9. • Do not move to memorization too soon. • Do not push facts in place of good reasoning skills in mathematics.
Basic Facts Remediation • Recognize more drill will not work without a plan. • Provide hope. • Inventory the known and unknown facts for each students in need. • Diagnose Strengths and Weaknesses. • Focus on reasoning strategies. • Build in success. • Use engaging activities for drill.
Engaging Drill Practice Choose activities where students: • make connections easily • have immediate accountability • must participate for the activity to work • have at least one partner • find enjoyment
Clock Facts • Focus on the minute hand of the clock. • When it points to a number, how many minutes after the hour is it? • Connect this idea to the multiplication facts with 5. Hold up a flash card with a clock • Point to the number on the clock corresponding to the other factor. • The fives facts become the clock facts. = 5X5
Salute • Materials: Place students in groups of 3 • Give each group a deck of cards (without face cards and using the aces as 1’s. • Two of the students draw a card without looking at it and place it on their forehead facing out (so the other two can see it). • The student with no card tells the sum / product. The first of the other two to correctly say what number is on their forehead “wins” the card set. • Competition can be removed by having each student write down the card they think they have (within 5 sec.) on a piece of paper and getting a point if they are correct.
Bowl-a-Fact • Draw circle placed in a triangular fashion to look like bowling pins, with the front circle labeled 1 and the next labeled consecutively through 10. • Roll 3 dice. • Make equations that result in numbers on the pins. 10 7 9 8 6 4 5 3 2 1
