https://visualfoundation1s.wixsite.com/activities
(for today’s slides and links to resources)
Fact Fluency in Primary
What are the 3 parts of fluency?
First they must… Subitize
How many counters? How do you know?
Foundational skill!
Visual subitize then… conceptual subitize
-K (one more than, two more than, ways to make 5, starting ways to make 10, starting teen numbers)
-1st (confident adding up to 10 and teen numbers, using related facts to solve harder ones)
-2nd (confident adding up to 20, using related facts to solve harder ones)
-It looks like a lot of facts…but they are all related which makes it SO much easier!
That is the power of math!!!
(Show the different types of facts)
Then…addition fact fluency What do you notice about the chart?
Our GOAL is to move them from counting to additive thinking and eventually multiplicative thinking.
We are going to talk about how to support students in moving from counting to additive thinking!
Counting Strategy (not fluent)
-Counting every dot
-Counting on from the smaller
-Counting on from the larger
Additive Reasoning (fluent, flexibility)
-4+4 is 8 so 4+5 is one more
-5+5 is 10 so 5+4 is one less
-5+3 is 8 so 5+4 is 9
Here is an example of counting vs. additive reasoning.
How many dots are on this domino? How do you know?
3 + 9 =
How would a student solve this using a counting strategy? (not fluent)
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How would a student solve this use additive thinking to solve? (fluent, flexibility)
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Think Pair Share
Now you try…
Our GOAL is to move them from counting to additive thinking and eventually multiplicative thinking so they become fluent and flexible.
Has anyone worked with a student that won't stop counting?
What do you think are some reasons they won’t stop counting?
What can we do to help? (progression on next slide)
When students are struggling with any of the foundational skills in the learning progression what can we do to support their learning?
Concrete, representational (visual), abstract
What do you know already about the CRA approach?
-Help them notice a pattern (Use what they already know to figure out what they don’t know yet.) Ex. Number String
-Provide a math tool
Ex. Struggling with Ways to make 10
Tools - Ten frames, Number Rack
Which ways to make 10 do they already know? How can you use this to help them learn the ones they don’t know yet?
Number String
Ex. Struggling with Big Doubles (6+6, 7+7, 8+8, 9+9, 10+10)
Tools - Number Rack, 20 frame
Which doubles do they already know? How can you use this to help them learn the ones they don’t know yet?
Number String
Lead another student in a number string (Add 9). Practice questioning. What questions did I ask? What other questions can help you evaluate their level of understanding?
10+2=
9+2=
10+5=
9+5=
10+8=
9+8=
3+10=
3+9=
6+10=
6+9=
12+10=
12+9=
24+10=
24+9=
45+10=
45+9=
Write a number string to help a student develop a strategy for adding 8 with another number? What activity or game would you use to give students an opportunity to practice? What tool would you provide for students to help them discover a strategy? (work with a partner)
https://visualfoundation1s.wixsite.com/activities
(for today’s slides and links to resources)
Adding Groups of 10 (Ex. 20 + 30)
Tools - 10 row number rack
What facts do they already know that can help them? How can you help them to notice the pattern of adding groups of 10 without just telling them?
Adding two-digit numbers (Ex. 29 + 5)
Tools - 10 row number rack
What facts do they already know that can help them? How can you help them to notice the pattern without just telling them?