For this topic on Math Fact Fluency you will do the following and upload here:
1. Read Article 1 titled
Math Fact Fluency: Everything You Need To KnowLinks to an external site.
From the Hoboken Public School District in New Jersey (2023).
AND
Read Article 2 titled:
Differentiated Math - Why math fact fluency matter Download Differentiated Math - Why math fact fluency matters
by Rebecca Davies (2023)
2. You will answer the following questions to be uploaded here:
a) What is Math Fact Fluency and what are the four key components to determine mastery?
b) What is the difference between Math fact fluency and Math fact automaticity?
c) Mention three reasons why we should not assess math fact fluency through timed tests
d) Is "drilling facts" the best way to improve fact fluency? Why or why not?
e) True or False? "Memorizing facts is what gives a student fact fluency". Explain.
f) From Article # 2: Please mention the main reason this author states for struggling students not being able to be successfull with word problems and math in general. (Hint: it is towards the end of the article, in bold letters...).
3. PLAN A MINI LESSON FOR SMALL GROUP INSTRUCTION BY GIVING A SPECIFIC EXAMPLE (15-20 min. - small group instruction) based on a grade and standard, and APPLY strategies from the three stages (Conceptual Learning, Fact Strategies, and Memorization of Basic Math Facts). This must be written in a brief but explicit way.
Example:
In the first article it states that the three stages for how to teach math facts include: 1. Conceptual Learning Teach the meaning of the operations so students truly understand them. Use and give students the opportunity to use lots of manipulatives and models. 2. Fact Strategies Explicitly teach strategies (e.g. counting on and doubles). Provide lots of opportunities to practice and apply these strategies. Emphasize relationships and connections between operations. Use and give students the opportunity to use lots of manipulatives and models. Require students to explain what strategies they used and justify their response. 3. Memorization of Basic Math Facts Provide varied and daily opportunities to practice. Students should be able to recall a fact within 2 seconds. Practice facts using games. Keep it fun! Differentiate practice. TAKE ONE STRATEGY FOR EACH STAGE AND APPLY IT TO A SPECIFIC GRADE AND STANDARD, ADDING TIMES TO REACH 15-20 MIN. The assignment states that "This must be written in a brief but explicit way". Mini Lesson:
Grade 3, Standard 3.OA.A.3 Represent and solve problems involving multiplication and division. In small group instruction in a 3rd. grade classroom, my "mini lesson" for my six students who need the extra support would be: 1. For conceptual learning: This will teach the meaning of the operations so students truly understand them. 5 min. - Warm up by asking students to write on their white boards the "3" times tables 1-10. Explain to them after that multiplication is skip counting, in this case by "3". 2. For fact strategies: Use and give students the opportunity to use lots of manipulatives and models. 10 min. - Using manipulatives to represent 3-5 multiplication facts such as 3x4, 3x7, and 3x9. The manipulatives would include write-and-wipe number lines, and tens rods and ones cubes. 3. For memorization of basic math facts: Students should be able to recall a fact within 2 seconds.
5 min. - Use Flash Cards to recite, out loud, the "threes" multiplication facts from 3x1 up to 3x12 and backwards, all together. Total minutes in my mini lesson: 20 min. A note for myself: My next small group instruction with the same students will include dividing, so that students can understand that if 3 x 4 = 12, then 12 / 4 = 3. For those who are ready, I could also mention that 12 / 3 = 4.
2. MOD 5 | Fraction Concepts & Operations:
here are three prompts total to respond to in this assignment and each section has its assigned reading.
Prompts 1 & 2
Read Ch. 14: pp. 338 - 344 in your textbook. Answer the three prompts below, which are based on this reading:
Prompt 1: For each of the FIVE Fraction Constructs (presented on pp. 338-339 and identified below), briefly describe the construct in your own words and create your own example. [1 short paragraph for each construct]
- Part-Whole
- Division
- Measurement
- Operator
- Ratio
Prompt 2: For each of the five fraction constructs you described and exemplified in #1, discuss which of the three "models" of fractions (identified on pp. 341-344: area, length, set) you feel would be most effective at helping your students understand the construct best. Explain your reasoning. [1 short paragraph for each construct from above]
- For example, for the "part-whole" construct of fractions, do you think the area, length, or set model would be the most effective in supporting your students' understanding? Why?
Prompt 3
Re-read Ch. 15: pp. 394-403 in your textbook. Answer the one prompt below, which is grounded in this reading:
Prompt 3: Operations with fractions can be exceedingly difficult for children to understand, ESPECIALLY division with fractions. How might you be able to facilitate a lesson on dividing by fractions? Briefly describe a lesson or activity that you might implement to help students understand dividing with fractions.
- NOTE: This activity could involve using a fraction as a model for division (e.g. one whole divided into two parts = 1/2) OR dividing a whole number - or fraction - BY another fraction (e.g. 1 divided by 1/2 = how many halves are in one whole = 2)
As you consider your activity, think about the following:
- Would you use real-world situations? Which one(s)?
- Would you have students draw out dividing fractions? If so, how?
- Would you use a Literature Connection to help you? If so, which book, and how could you use it?
- How would you "set the stage" for your students? What would be their task?