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# Strategies to Help with Math Fluency - PowerPoint PPT Presentation

Strategies to Help with Math Fluency. 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

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## PowerPoint Slideshow about 'Strategies to Help with Math Fluency' - elie

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### Strategies to Help with Math Fluency

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.

A = 

B =   

C =  

D =       

E =      

F =   

Take 30 seconds to memorize this slide!

Which letter belongs in each box?

E

F

E

B + C =

D - B =

C x F =

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.

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

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.

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.

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)

Use Concrete Manipulatives

“Show me 5 with blocks.”

Number RecognitionInstant recognition of a quantity

4

6

“Show me 2 more than 5 with your cereal.”

Start

with

beans

____and _____make_____

____and______make_____

____and______make_____

“Let’s see how many other ways we can build 5.”

4 + 1 3 + 2 2 + 3 1 + 4

Move

to numbers

24

*

____and____and ______ make_____

____and_____and______ make_____

____and______and_____make_____

____and _____make_____

____and______make_____

____and______make_____

Front Back

7

Seven

Front Back

4

Four

Allows children to see relationships to 5!

The Five Frame

“We have three. How many more do we need to make five?”

The Five Frame

“Two more.”

- 2 =

1

“Remove two!”

“How many are left?”

“What number do you see?

How do you know?”

“What number do you see?

How do you know?”

Allows children to see relationships to 10!

“Make your ten frame show seven.”

“Our ten frame is showing seven.

How many more do we need to have ten?”

2 different colors

Nine!

6 + 3 = 9

2 =

5

What number do you see?

How do you know?

What number do you see?

How do you know?

1 2 3 4 5 6 7 8 9 10

*Counting On

*Doubles

*Doubles Plus One

*Making Ten

*Making Multiples of Ten

*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

1’s

-Counting On

-One More

2’s

-Skip Counting

(2+3 the other addend is 3 so the answer will be odd)

-Count on

*Count by 2’s

Doubles Plus One

5

+6

Think

5+5=10

10+1=11

Doubles Minus One

5

+6

Think

6+6=12

12-1=11

*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

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

*recognize combos of ten

36

+4

Left to Right

7,865+1987=

7000+1000=8000

800+900=1700

60+80=140

5+7+12

Written and Illustrated by -______________

____________________________________________________________________________________________________________________________________________________________________________________

Here is a picture of my problem.

Here is an addition number sentence that solves the problem.

______+ ______ = _______

10

7 3

?

9 altogether

Write an addition fact and a subtraction fact for each picture.

____ + ____ = ___

____ - ____ = ____

?

10 altogether

The Sum is 14.

He has a 6…so I must have an 8.

He has an 8…so I must have a 6.

6

8

1 + 2 = 3

2 + 2 = 4

n + 2 = 5

4 + n = 6

5 + 2 = n

n + 2 = 8

7 + n = 9

8 + 2 = n

9 + 2 = 11

Nine chairs. Each had 4 legs. How many legs in all?

Nine frogs in the pond. 4 more jump in. How many frogs are in the pond?

9 + 4 = 13

9 x 4 = 36

Review the strategies

Flashcards

Desk & set at home

Play Games to Review

Timings in class

Oral Practice: Facts in a Flash

Motivate the kids and Reward

*Counting Back and Counting On

*Doubles & Building

*Using a Ten

*Compensation

*Expanding Subtraction

*Zero’s & Ones

*Two’s

*Doubles

*Doubles Plus or Minus One

* Tens

*Nine’s

*Left over Three’s & Four’s

*Left over Five’s & Sixes

Numbers the same=

Zero’s the game

?-0=?

1’s

Count back

Visualize on a number line

“I’m taking everything away except__

2’s

Count back

Number line

How many apart?

Doubles

The answer is in the problem

Use a double, add one on!

11-5

Use 5+5=10 or 10-5=5

Tens

Think backwards to find the missing addend?

10-2=?

Think ?+2=10

12-9=3

*Magic 9

12-3=9 because 1+2=3

Subtracting 9 from a teenager!

When subtracting nine from a teenager number, simply add the digits of the teenager!

14 17 13

-9-9-9

4

5

8

BOO HOO!

No Trick

3’s

No Trick

Count back 3

How many apart?

Use this strategy when your subtrahend is an 8 or 9

14-8 14-10=4 6 (+2)

16-9 16-10=6 7 (+1)

23-18 23-20=3 5 (+5)

65-34

65-30-4

65-30=35

35-4=31

9 - 8 = 1

8 - 7 = 1

7 - 6 = 1

6 - 5 = 1

5 - 4 = 1

4 - 3 = 1

3 - 2 = 1

2 - 1 = 1

Write Fact Families!

(3, 8, 11)

3 + 8 = 11 11 - 8 = 3

8 + 3 = 11 11 - 3 = 8

MultiplicationStrategies

*Skip Counting Songs & Chants

*Draw Pictures

*Explore Patterns

*Arrays

*Factors & Product

*Hints & Tricks

• I would teach these throughout the year during

• Calendar

• Review all “skip counting” the month before I

• started teaching Multiplication (had them pass

• each COUNT BY off)

• Songs are in your folder and on my blog!

Use Concrete Manipulatives

“Show Me”

3 x 4

Rectangle Collages(Give children grid paper to cut.)

What fact is shown?

What is the area of each rectangle?

Have children draw arrays to show facts!

Fact PostersChildren make a poster that shows a fact 3 different ways.

3 x 6 = 18

Front Back

8

2

x 4

Eight

4 x 3 = 12

Packet

Lynette Grow

West Haven Elementary

1 x 9 = 9

2 x 9 = 18

n x 9 = 27

4 x n = 36

5 x 9 = n

n x 9 = 54

7 x n = 63

8 x 9 = n

9 x 9 = 81

The Product is 32.

He has a 4…so I must have an 8.

He has an 8…so I must have a 4.

4

8

DivisionStrategies

I taught division

right along with multiplication

showing the Fact Family

Fair Share

What facts do you see?

3 x 5 = 15

15  3 = 5

Teachers and parents should help children recognize that solving one kind of problem is related to solving another kind.Principles and Standards for School Mathematics, NCTM 2000

6 x 3 = 18

3 x 6 = 18

18  6 = 3

18  3 = 6

18

3

6

Write Fact Families!

(3, 9, 27)

3 x 9 = 27 27 /9 = 3

9 x 3 = 27 27 /3 = 9

Halves Strategy - Use halves to find quotients when dividing by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

24  8 = 48  6 =

12  4 = 3 24  3 = 8

3

8

Show and discuss patterns! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

72 / 9 = 8……………..(7+1=8)

63 / 9 = 7……………..(6+1=7)

54 / 9 = 6……………..(5+1=6)

45 / 9 = 5……………..(4+1=5)

When dividing by 9, just add 1 to the first digit of the dividend!

Use Correct Vocabulary by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

• Minuend

• Subtrahend

• Factor

• Product

Games by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Strategies To Support Fact Learning by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Use IF…Then Charts to show:

Order

IFI knowTHENI also know

3 x 2 = 6 2 x 3 = 6

4 + 5 = 9 5 + 4 = 9

15 /3 = 5 15 / 5 = 3

12 - 7 = 5 12 - 5 = 7

Strategies To Support Fact Learning by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Use Seesaws to show Balance!

7 + 3 = 5 + ?

Play Fact Games That Include by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.All Students

“Let’s Play

Pig!”

Cross Out by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

• Cross Out Board

• Dice

• Beans or some kind of Marker

Taking turns rolling the dice…Player either adds, subtracts or multiplies the 2 dice. Use the counter, covers the sum, or product on the board. Play continues until the board is covered. If they roll the same number, turn is skipped.

WAR by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

• Deck of Cards

Split the deck in half between 2 players.

Both players turn 2 cards over. The player with the higher sum or product is the winner and collects the cards. They can either add or mulitply to get the largest answer. Other than that twist, it is played just as regular WAR.

Smack A Fact! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

12 21 36

18 45 33

56 48 10

2 x 5 = ?

Buzz!! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Practicing The Seven’s Table “1,2,3,4,5,6,Buzz,8,9,10,11,12,13,Buzz,15,16,17,18,19,20,Buzz”

I Have…..Who Has? by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

The product is 36. by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact. Name the facts.

4 x 9

9 x 4

12 x 3

3 x 12

18 x 2

2 x 18

?

Find and Fix The Mistakes! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

3 x 6 = 18

8 x 7 = 56

4 + 3 = 12

8 + 3 = 10

12 - 5 = 5

4 + 7 = 11

A= 1 F= 6 by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

B= 2 G=7

C= 3 H= 8

D= 4 I= 9

E=5 J= 10

What’s The Value of …….

……Mississippi?

8 x 3 by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

6 x 4

2 x 12

24

12 x 2

4 x 6

24 x 1

3 x 8

Fact Webs

Yes by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

No

What’s The Rule?

4 + 6

2 + 5

3 + 2 + 1

3 + 9

6 + 6

3 + 7 + 2

The numbers on the Yes side have a sum of 12.

Use Function Tables! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

- 2

IN OUT

4 2

9

7

5

Use Function Tables! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

X 2

IN OUT

4 8

9

7

5

What by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Happened

Here?

Before After

7 30

12 50

50 202

Multiply by 4, then add 2

Smart Board Games by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Don’t forget to get games from exchange.smarttech.com

Digital Math Stories by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Using Microsoft Paint

and or Power Point

Strategies To Support Fact Learning by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

• Give timed fact tests regularly

• Set a regular schedule

• Give the same amount of problems each time

• Give the same amount of time each test.

Strategies To Support Fact Learning by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Have students keep an updated graph of their own results in their mathematics folders

Strategies To Support Fact Learning by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

*Have students keep an updated graph of their own results in their mathematics folders.

Blue = Addition FactsRed = Subtraction Facts

MOTIVATION is the key! by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.

Goalie Club

Give me 5 Club

Blog

Certificate

Stickers

Trophy

5 min extra Recess

Party

Bulletin Boards

Hip hip hooray

club

Any More Ideas? by 4, 6 or 8. First halve the dividend and the divisor. Then find the quotient of the smaller fact.