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1 | Timestamp | What do you think it looks like to teach fluency? | What do you think it looks like to assess fluency? | What grade level do you teach? |

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4 | 3/17/2017 13:03:22 | Lots of time to practice strategies and facts in various ways | Observation and screeners | Fifth |

5 | 3/17/2017 13:03:24 | Repeated practice of essential skills. | Simple assessments with clear expectations. | Fifth |

6 | 3/17/2017 13:03:55 | Lots of practice with facts - games, drills, conceptualizing facts | fluency screeners, mad minute or hot potato | Fifth |

7 | 3/17/2017 13:04:17 | Help students learning strategies to quickly solve problems | Not sure | First |

8 | 3/17/2017 13:04:30 | Games-sharing strategies-building understandings-number talks- | Observations-interviews-screeners- | Third |

9 | 3/17/2017 13:04:48 | Teaching strategies to be efficient with math. | Using the same practice we used to teach fluency in order to assess for efficiency. | Second |

10 | 3/17/2017 13:05:09 | teaching different ways to look at numbers to quickly get answer should be automatic | being able to complete a number activity in a set amount of time | Third |

11 | 3/17/2017 13:05:38 | Practicing math facts that are pertinent to your grade so that you are relatively fast and efficient on almost all of the facts that you need to know. PRACTICE! | Using some sort of a time frame to check to see what students know from memory and what strategies they are still relying on | Third |

12 | 3/17/2017 13:05:54 | students are exploring the relationships between addition and subtraction and between multiplication and division, practicing facts through games and other interactive tasks | short, quick assessments of facts (where the missing answer does not always come after the equals sign), showing how they can solve problems with a strategy (or strategies) that fit the numbers in the problem | Fourth |

13 | 3/17/2017 13:05:56 | Repetitive routines, concrete to abstract, games, apps | oral interviews, screeners | Second |

14 | 3/17/2017 13:06:02 | Repeated exposure of skills/concepts | Students are able to easily show their thinking | Kindergarten |

15 | 3/17/2017 13:06:07 | Fluency means that students are able to efficiently solve addition/subtraction multiplication/division problems. They should have multiple strategies to use depending on the problem and what will be most efficient for that problem. | I'm not sure...I could assess it during number talks because I would be able to see what students are doing mentally with problems. I could also tell if students were modifying their strategy based on the numbers in the problem. I think modifying a strategy based on the numbers would be an example of fluency... | Fourth |

16 | 3/17/2017 13:06:07 | Repeated exposure of skills | Students are able to easily show their thinking. | First |

17 | 3/17/2017 13:06:28 | Students know the answers quickly and correctly | A timed test maybe | First |

18 | 3/17/2017 13:06:28 | Fluency to me means that a person is able to add, subtract, multiply in an timely an efficient manner. | In order to assess fluency, a teacher must determine how quickly a child is expected to find an answer then give a test that shows a students' rate of recall from memory. A student should be able to show automaticity and recall facts in a timely manner, otherwise it is showing they know strategies, not fluency. | Second |

19 | 3/17/2017 13:06:46 | Whole class teaching, small group teaching, constant exposure to fluency tasks through centers and activities all year, regardless of the current unit topic. | Screeners, unit exams | Fourth |

20 | 3/17/2017 13:07:19 | count around the circle, calendar activities, tens frame activities, counting (forward, backwards, by 1's, 5's and 10's), counting on, games, writing numbers, sequencing. | one on one assessment. | Kindergarten |

21 | 3/17/2017 13:07:21 | Count around the circle, calendar activities, 10's frame activities, rote counting, count forward & backward, counting on, math games-ex. sequencing, writing #'s | rote counting, 1 on 1 district aseessments | Kindergarten |

22 | 3/17/2017 13:07:26 | Students will be able to use multiple strategies to solve addition, subtraction, multiplication or division problems as well as word problems. Students will also be able to explain their thinking and the process they used when solving problems. When students are fluent in their thinking they see math in many different ways and can move between strategies to find the most efficient strategy for a specific problem. Students are most successful if they are confident in solving problems so by providing different strategies and multiple opportunities for success all students should have greater success in math. | Fourth | |

23 | 3/17/2017 13:07:48 | I feel that teaching fluency means to take the number sense that students have (automaticity) and applying it to an algorithm. | when students are given an algorithm they use their automaticity with numbers to answer. ex: a student that automatically can count up and back by tens should be able to fluently add 40 +10=50 | First |

24 | 3/17/2017 13:07:48 | I think it needs to look like a variety of different ways. It could be flash cards, games, practice, mini-lessons, number talks, etc. | I think this could also look differently. Possibly interviewing (maybe verbal), observations, not sure what else. | Fifth |

25 | 3/17/2017 13:08:00 | Number talks, having discussions of student strategies and which is best and why, having students develop a tool box of strategies, having kids explain their strategies, using models to help students make the connection to breaking numbers apart to the more abstract number sentences | A mix of Interviewing kids to explain their thinking about how they're solving a problem and having kids record their thinking, looking at strategies students are using and applying when solving application problems | Third |

26 | 3/17/2017 13:09:09 | I spend a lot of time working on flexibility with numbers. We look at lots of combinations, addition and subtraction, and the different placement of the unknown in an equation. I think, in first grade, they have to be more concerned with what the numbers mean, how they could be put together and separated and how they reached an answer rather than what the answer is. | I look for more than one way to show thinking. I look for using different models to show thinking and I look for them to be able to see the same numbers in different positions in different equations. | First |

27 | 3/17/2017 13:09:25 | To present facts based on strategies, then provide students with adequate time to practice those facts using the strategies until the facts are put into memory and students can recall them with automaticity. | To check in with students individually on a regular basis and present them with the facts to see if they know the answers with automaticity and to determine what mental strategies they used to recall them from memory. | Second |

28 | 3/17/2017 13:09:35 | Teaching fluency is creating a balance between automaticity and a multitude of flexible strategies you can use | To assess both the automaticity (ie: math facts) and making sure each child has a variety of efficient strategies. | Third |

29 | 3/17/2017 13:09:53 | The screeners are a task which greatly assists us in determining whether a student has mastered or is fluent in math computation. | Fourth | |

30 | 3/17/2017 13:28:38 | After reading, I have some new knowledge about fluency. Teaching fluency does not necessarily mean NO finger counting. Finger discrimination and the awareness of your fingers actually helps you develop stronger mathematical understanding. Your brain sees your fingers visually even when you are not even using them to count. | Assessing students for fluency could certainly include students finger counting to arrive at an answer. This does not necessarily mean they will not become successful in math! | Third |

31 | 3/17/2017 13:37:36 | It can look differently, however, the most effective way researched in the text was through "Guided Invention" (students using reasoning strategies to create their own strategies that make sense to them). These strategies will become quick and accurate for students when they have a part in creating them. This could probably look like discussing and practicing in a variety of ways: number talks, small group, whole group. | Interviews! | Fifth |

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