b uilding conceptual knowledge in mathematics : grades 3 - 5 fluency strategies december 7, 2012...
TRANSCRIPT
BUILDING CONCEPTUAL KNOWLEDGE IN MATHEMATICS: GRADES 3 - 5Fluency Strategies
December 7, 2012
Presenters: Andrea Tamarazio & Steven Graser
Erie 1 BOCES
MAD MINUTE!
READY, SET, GO When asked to begin, take one minute to
complete as many questions as you can
ANTICIPATORY GUIDE
Read each statement Circle True / False Write an sentence / comment about each
statement Complete Frayer Model for “fluency”
SPRINT!!
READY, SET, GO! When asked to begin, take one minute to
complete as many questions as you can
Sprint Video
SPRINT VS. MAD MINUTE
Take a minute to complete the graphic organizer Likes and Dislikes of each activity
Share Out
MATHEMATICAL SHIFTS
MATHEMATICAL PRACTICES
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively Construct viable arguments and critique the
reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated
reasoning
FLUENCY PRACTICE (COMMON CORE INC.)
Fluency in designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so students avoid using up to many of their attention resources with lower level skills when they are addressing lower level problems. Computational foundations enables deep understanding.
SAMPLE TASK
What fluencies do students need to solve this problem?
See Handout for problem
COMMON CORE STANDARDS
Professional Development Needs Curriculum Assessments Instruction (Teacher Capacity)
What Common Core aligned PD has your district provided in regards to the items listed above?
MATH FLUENCY
Experts agree that the ability to recall basic math facts fluently is necessary for students to attain higher-order math skills.
*Drop off in student performance in the middle and high school years can be attributed to math instruction at the elementary level. Many students memorize facts and can pass elementary assessments, however the lack of computational fluency becomes apparent in the secondary grades.
WARM UP: MENTAL MATH ACTIVITY
7 Questions Solve mentally Explain the process used to solve each problem
JIGSAW ACTIVITY
In small groups, read assigned articles Complete Graphic Organizer for your article
MENTAL MATH
Mental Math is one component of Computational Fluency Understanding Basic Number Combinations
Number Bonds Dot Plates
Understanding Base Ten Number System 10 times more, 10 times less In the number 220, the 2 in the hundreds place is 10 times
greater than the 2 in the tens place Recognize and Use related problems
Fact Families Inverse Functions; solve for missing addend, subtrahend,
and minuend. Understand and Use Properties
Commutative and Associative Making Connections between operations
Inverse Functions
MATH MODELS Place Value & Standard Algorithm
Bundles Place Value Chart Base Ten Blocks Money Number Disks with Place Value Chart
Fractions Number Line Area Model
Multiplication Array Area Model Rekenrek (Number Rack)
Word Problems Bar Diagram
FLUENCY VS. MEMORIZATION
Memorization Single procedure and / or recall
Fluency Understanding of operations and their
relationship to each other (inverse function; fact families)
Number Relationships (compatible numbers – fives and tens)
Base Ten System For Example: recognizing the relationship between 5
+ 9 and 50 + 90
COMPUTATIONAL FLUENCY
Computational Fluency includes three ideas: efficiency, accuracy, and flexibility
Efficiency implies that the student does not get bogged down in too many steps or lose track of the logic of the strategy. An efficient strategy is one that the student can carry out easily, keeping track of subproblems and making use of intermediate results to solve the problem.
Accuracy depends on several aspects of the problem-solving process, among them careful recording, knowledge of number facts and other important number relationships, and double-checking results.
Flexibility requires the knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the problem at hand, and also to use one method to solve a problem and another method to double-check the results.
ASSESSMENT OF COMPUTATIONAL FLUENCY The student draws on basic facts and number
relationships Properties
Student uses the structure of the base ten system 2 + 5 = 7; 20 + 50 = 70; 200 + 500 = 700
Student recognizes related problems Students relationships among related operations Student knows what each number and numeral means
in a problem Student can explain the steps he or she uses to solve
even recall problems Same student explains twice
Student can clearly record and track his or her procedure
Student may have multiple approaches to solve a problem
“DRILL & KILL” ≠ COMPUTATIONAL FLUENCY
Memorization of math facts is not the same as understanding number concepts
Regardless of time and energy spent with “drill & kill”, some students will not master facts Memory
Memory problem interferes with ability to retrieve basic facts quickly
Short Term Retention Cognitive
Understanding relationship between numbers Solving word problems Understanding number system & effective counting
strategies Visual / Spatial
Misalignment of numerals in a column Problems with Place Value
COMMON CORE FLUENCY
FACT FLUENCY INSTRUCTIONAL FLOW Number Relationships & Concepts
40 – 50% of Instructional Time Contextualizing math fact problems Creating arrays and drawing problems Decomposing or using known facts Using compensation strategies
Fact Strategy Development 30 - 40% of Instructional Time Doubles, Near Doubles, Combinations to 10
Drill 15 – 20% of Instructional Time Fact Fluency related games and flash cards
Fluency Assessment Less than 3% of Instructional Time Timed Test
CCLS FLUENCY RECOMMENDATION
Distribution of Instructional Minutes
NUMBER RELATIONSHIPS & CONCEPTS
Contextualize Math Facts Reading, Writing, and Symbolizing Math Problems High Number Toss Game
Creating Arrays and Drawing Pictures (word to picture; number to picture; picture to word or number)
Place Value Literacy Decomposing Numbers & Listing their Values Number Line Up Build a Number
FLUENCY ACTIVITIES
Adding Mentally Whole Numbers, Fractions & Decimals
1, 2, 3, sit on 20 This can be modified for multiple grade levels –
skip counting, multiplication facts, etc Take the 1 Out Fluency Counting
This can be modified for multiple grade levels Skip Counting by Fractions White Board Equivalent Fractions
Written or Oral
FACT STRATEGY DEVELOPMENT (CHORAL WHITE BOARD)
One-More-Than & Two-More-Than Facts
Facts with Zero
Doubles / Near Doubles (Doubles Plus 1, Doubles Plus 2)
Compensation (Plus 1, Minus 1; Plus 2 Minus 2)
Compatible Numbers (Combinations to 5 or 10)
DRILLS
Around the World
Math Fact Race
Math Fact War
BINGO
I Have You Have
ACTIVITY SHARE OUT
Take time to create activities to use in your classroom
What do you have in your classroom that you would like to share? Activities
Strategies
QUESTIONS / COMMENTS
If you have any questions or comments, please feel free to contact us.
Andrea [email protected]
Steven [email protected]