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1. Strategies to Help with Math Fluency

2. Developing Fact Fluency and Quick Recall of Basic Facts is very similar to being on a successful dieting program. In order to lose weight, you need to eat healthy, exercise regularly and assess your progress through weighing yourself on the scale. The same is true for developing fact fluency! Extensive amount of time needs to be spent working with and applying basic fact strategies, as well as reasoning and mental strategies. In order to determine the effectiveness, assessment plays a key role. In contrast, assessing continuously without more time spent developing strategies is ineffective. That is like a person who knows about the dieting program, doesn’t eat healthy or exercise, but constantly weighs themselves and wonders why they are not losing weight.

3. Let’s Warm Up! A =  B =    C =   D =        E =       F =    Take 30 seconds to memorize this slide!

4. Which letter belongs in each box? E F E B + C = D - B = C x F =

5. Basic Fact MemorizationWhat Does Research Show? • Children who have a strong conceptual understanding of addition, subtraction, multiplication and division are more successful at memorizing their facts. • When children have a firm conceptual foundation and can use fact strategies, memorizing facts becomes a matter of efficiency.

6. What does the research say? Learning with understanding is more powerful than simply memorizing because the act of organizing improves retention and promotes fluency.EDThoughts 2001 p. 81

7. Building Number Concepts Concrete Manipulatives Pictorial Representation Abstract Symbols 4 + 4 = 8 2 x 4 = 8 I I I I I I I I *Significant time must be spent working with concrete materials and constructing pictorial representations in order for abstract symbol and operational understanding to occur.

8. The National Council of Teachers of Mathematics (NCTM) A mastery of lower-order skills instills confidence in students and facilitates higher-order thinking. The ability to automatically recall facts strengthens mathematical ability, mental mathematics, and higher-order mathematical learning. Without this automation, students have difficulty performing advanced operations.

9. Where do we begin?

10. Math Fluency*15 Minutes a Day*Start by Teaching Strategies*Use Manipulatives*Flashcards – Buddy/Individual Practice*Games*1 Minute Drills*Fasst Math*Facts in a Flash (oral practice)*Keep a Graph of Results*Celebrate Growth(Individual, group, class, & grade Rewards and or Clubs)

11. Building Numbers Use Concrete Manipulatives “Show me 5 with blocks.”

12. Use Concrete Manipulatives “Show me 2 more than 5 with your cereal.”

13. Bullwinkle

15. Use Concrete Manipulatives “Let’s see how many other ways we can build 5.” 4 + 1 3 + 2 2 + 3 1 + 4

16. Story of 24 Move to numbers 24 * ____and____and ______ make_____ ____and_____and______ make_____ ____and______and_____make_____ ____and _____make_____ ____and______make_____ ____and______make_____

17. Paper Plate Dot Cards Front Back 7 Seven

18. Paper Plate Dot Cards Front Back 4 Four

19. Use The Five Frame! Allows children to see relationships to 5!

20. “Make your five frame show three.” The Five Frame

21. “We have three. How many more do we need to make five?” The Five Frame “Two more.”

22. 3 - 2 = 1 “Remove two!” “How many are left?”

23. Five Frame Flash Cards “What number do you see? How do you know?”

24. Five Frame Flash Cards “What number do you see? How do you know?”

25. Use The Ten Frame Allows children to see relationships to 10!

26. Ten Frame Flash Cards “Make your ten frame show seven.”

27. Ten Frame Flash Cards “Our ten frame is showing seven. How many more do we need to have ten?”

28. “We have six. Show three more than six.” 2 different colors Nine! 6 + 3 = 9

29. 7 - 2 = 5

30. Ten Frame Flash Cards What number do you see? How do you know?

31. Ten Frame Flash Cards What number do you see? How do you know?

32. Double Ten Frames

33. Connect The Ten Frame With A Number Line 1 2 3 4 5 6 7 8 9 10

34. Addition Strategies *Counting On *Doubles *Doubles Plus One *Making Ten *Making Multiples of Ten *Front End Addition *Zero’s & Ones *Two’s *Doubles *Doubles Plus or Minus One *Making Tens *Nine’s *Left over Three’s & Four’s *Left over Five’s & Sixes

35. 0’s Nothing to something –answer is the other the addend 1’s -Counting On -One More 2’s -Skip Counting -Other addend is even than the answer is odd…vice versa (2+3 the other addend is 3 so the answer will be odd) -Count on

36. Doubles *Count by 2’s *All answers even Doubles Plus One Use your doubles, and add one. Use the lowest addend. 5 +6 Think 5+5=10 10+1=11 Doubles Minus One Use your doubles, and subtract one. Use the highest addend. 5 +6 Think 6+6=12 12-1=11

37. Making Ten *Combo’s of Ten/Show me Ten Using ten frames *Communitive Properties *Decomposing an addend to create combos that equal ten 7+8=(5+2)+8 so 5+(2+8) = 5+10=15

38. 9’s 9+5=14 (make a ten, add the extra) 3’s&4’s Count on Make a Ten 5’s & 6’s Make a Ten

39. Making Multiples of Ten *recognize combos of ten 36 +4

40. Front End Addition Left to Right 7,865+1987= 7000+1000=8000 800+900=1700 60+80=140 5+7+12 Add them all up!

41. Draw a picture that goes with the number fact. 8 + 5 = ?

42. +My Addition Story Problem+ Written and Illustrated by -______________ ____________________________________________________________________________________________________________________________________________________________________________________ Here is a picture of my problem. Here is an addition number sentence that solves the problem. ______+ ______ = _______

43. Show me all the ways to make