developing computational fluency in grades 4 - 7developing computational fluency in grades 4 - 7....
TRANSCRIPT
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April 17th, 2018 REC 206
Presented by Jen Barker Twitter: @barkerjBarker Website: meaningfulmathmoments.com
Developing Computational Fluency in Grades 4 - 7
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Learning Intentions
• I understand what it means to have Computational Fluency.
• I have an emerging understanding of Math Running Records and how they can be used to assist me in providing specific, responsive instruction.
• I am aware of various resources that I can use to support the development of my students’ computational fluency.
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How would you describe a student with computational fluency?
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refers to having efficient and accurate methods for computing. Students exhibit computational fluency
when they demonstrate flexibility in the computational methods they chose, understand and can explain
these methods, and produce accurate answers efficiently. The computational methods that a student uses should be based on mathematical ideas that the
student understands well, including the structure of the base-ten number system, properties of multiplication
and division, and number relationships.
- NCTM (2000), p. 152
Computational Fluency
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Addition Cognitively Guided Instruction - Carpenter and Moser, 1984
Known Facts
Counting On
4 + 3 =
Direct Modeling Counts all
+1 2 3 4 5 6
Derived FactsDoubles/Near
Doubles Making Tens
Making Landmark/Friendly Numbers
Compensation Breaking into Place
Value Adding up in Chunks
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Direct Modeling Needs to build
Multiplication Cognitively Guided Instruction - Carpenter and Moser, 1984
Known Facts
Counting On/ Skip Counting
4 x 5 = 5, 10, 15, 20
Derived FactsProperties of Multiplication
2’s Double 3’s Double and one more
4’s - Double Double 6, 7 - Think x 5 plus one or two
8, 9 - Think x 10 minus one or two Making Landmark/Friendly Numbers
Doubling and Halving Breaking Factors into Smaller
Factors
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Three scenarios…Jordan is a memorizer. She has worked with flashcards to master the facts. She comes across 9 x 6 and can’t remember it, so she skips it.
Michael is also a memorizer. He has comes across 9 x 6 and also can’t remember it. He decides to try and count to get the answer. It takes awhile but he eventually gets the answer but he does not feel confident so he takes the time to count again.
Charlotte is a strategic thinker. She has some known facts but has learned to be flexible with numbers and uses their relationships to help her reason when she gets stuck. When she can’t recall 9 x 6, she thinks about what she knows. She reasons that 10 is one more than 9. She multiples 10 x 6 to get 60 and takes away the extra 6 she added to get 54. She produces this answer in 3 seconds and she is confident she is correct.
Adapted from foreword, Math Running Records, 2016
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Direct Modeling
Counting On
Derived Facts
Cognitively Guided Instruction - Carpenter and Moser, 1984
Known Facts
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Direct Modeling Level One
Counting On Level Two
Derived Facts Level Three
Cognitively Guided Instruction - Carpenter and Moser, 1984
Known Facts Level Four
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16 x15 = Students who have simply memorized will struggle
to compute this question in their heads.
Whereas, a student with Number Sense is able to draw upon strategies, such as doubling and halving, and can think 8 x 30 and know within
seconds the answer is 240.
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In our BC Context…
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What does this mean?
My students don’t know know their facts!
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Where are our students? What do they know?
What should be our next steps to move them toward computational fluency?
Math Running Records
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Math Running Records• speed and accuracy • flexibility and efficiency (give a
deep look at the thinking process ) • disposition towards mathematics
We can be more productive, confident, and intentional in our teaching decisions when we have dependable, reliable, valid systems for
collecting, organizing, analyzing, and interpreting students’ mathematical skills and behaviours.
- Newton, p.g. 4
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Three Parts1. Part One - Assessing for Automaticity
Students are given a set of benchmark problems to see and hear if students have automaticity with the basic facts.
2. Part Two - Flexibility and Efficiency Students look at specific problems and share the strategies they used. Students’ thinking is made visible and teachers can see whether students are using lower level strategies such as counting or more advance strategies such as relating the facts they know to solve facts they don’t know (also referred to as derived facts).
3. Part Three - Mathematical Disposition Students are asked how they think about themselves as mathematicians, what they do well and what they need to work on.
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Benchmark Problems for Addition• Adding 0 to a number
• Adding 1 to a number
• Adding within 10
• Adding numbers that make 10
• Adding doubles facts
• Adding doubles plus 1 facts
• Adding doubles plus 2 facts
• Adding10 to a number
• Adding 7, 8, or 9 to a number
• Adding within 20 (larger numbers)
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Benchmark Problems for Multiplication• Multiplying by 0
• Multiplying by 1
• Multiplying by 5
• Multiplying by 10
• Multiplying by 2
• Multiplying by 4
• Multiplying by 8
• Multiplying by 3
• Multiplying by 6
• Multiplying by 9
• Multiplying by 7
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Part One:
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Student knew the answer immediately and was accurate.
Student counted on fingers.
Student skip counts in their head.
Student took time and did not provide
an answer.
Student took a bit of time and when asked in Part Two student said they thought
about multiplying by 10 and compensating.
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Part Two:1. Does the student understand
the fact you are asking? 2. What are the main strategies
they know? 3. Where does the student use
inefficient strategies? 4. What happens when a student
doesn’t know a question?
Students can be in a “mastery” stage for one set of facts and a “counting” stage for another.
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Part Three:
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Making Sense of the DataLevel 0 Level 1 Level 2 Level 3 Level 4
Unable to solve
Students can solve by counting strategies
Students use verbal and
mental counting strategies
Students mainly use
derived facts
Students have
automatic retrieval
This scale is adapted from Carpenter and Moser, 1984 in Math Running Records, p.g.,155
Teachers must look very carefully at the information because although a student might have accuracy,
they could be using very inefficient strategies.
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Keeping a record of the different stages students
are at with the various facts is important, as it informs our instruction,
allowing us to be responsive.
- Math Running Records, p.g., 162
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Beginning
Middle
End
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How do I use the information to provide specific, targeted, responsive instruction?
Guided Small Group
Instruction
Whole Class Lessons
Indep
ende
nt
Practi
ce
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Small Group
Whole Class Lessons
• Teaching for conceptual understanding • Thoughtful sequencing and development of strategies
(e.g., Number Talks) • Meaningful practice through games
What learning opportunities can teachers provide?
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Teaching ConceptuallyConcretely: Develop understanding of “groups of”, making connections to repeated addition and skip counting
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4 groups of 2 = 8 4 x 2 = 8
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Circles and Stars: A Marilyn Burns classic! Play with a partner. Each game has eight rounds.
https://www.kyrene.org/cms/lib/AZ01001083/Centricity/Domain/1309/Circles%20and%20Stars%20Directions.pdf
Representations (Pictorial):
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Abstract: Develop understanding of representing multiplication with numbers and symbols
2 x 3 = 6Factors
Product
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Use Literature
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4 square model - CRA
Frayer Model
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Tondevold http://www.therecoveringtraditionalist.com/order-math-facts-taught/
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x 0 - always zero (Purple) x 1 Identity Element (Purple)
x 2 - Doubles - connection to addition doubles (Green)x 10 (Red)
x 5 Counting by fives relates to multiplying by tens (Blue)
For the other facts, students need to think RELATIONALLY - Using what they know for what they don’t
x 4 Double Double (Light Green)x 6 and x 7 think about x 5 and plus one or two (Light Blue)
e.g, 7 x 7 = (7 x 5) + (7 x 2) 35 + 14 = 49
x 8 and x 9 think x 10 and minus one or two (Light Red)
Order of Facts
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Repeated Addition or Skip Counting Making Landmark or Friendly Numbers
Partial Products - breaking one or both of the factors Doubling and Halving
Breaking Factors into Smaller Factors - Associative Property
Developmental Progression
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Number Talks Using Quick Images
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How many? How did you see them?
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How many? How did you see them?
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(6 x 5) + (6 x 1)
6 Partial Products
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How many? How did you see them?
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(4 x 5) + (4 x 2)
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How many? How did you see them?
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How many? How did you see them?
How might thinking about the previous image help us with this question?
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(8 x 10) - 8 = 72
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How many? How did you see them?
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How does thinking about the first image we saw help us with this new image?
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4 X 9 =
2 x 9 =
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4 X 9 =
2 (2 x 9) = Double Double
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Virtual Math Apps - Visual Models
Number Rack: https://apps.mathlearningcenter.org/number-rack/
Partial Products: https://apps.mathlearningcenter.org/partial-product-finder/
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6 x 5 = 30 Plus 6 x 2 = 12
30 +12 = 42
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How can you use facts you know to help you solve a question you don’t know?
https://www.mathlearningcenter.org/resources/apps
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Number Talks Using Equations Learning Intentions:• develop multiple strategies • develop flexibility through use of multiple strategies • develop reasoning • develop ability to communicate mathematical thinking
10 - 15 minutes focussed on one question or a “string” of questions
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Multiplication String 7 x 7 =
https://mathsolutions.wistia.com/medias/3flcbu6fnw
Number Talks Using Equations
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LRS #171347
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Journaling - Strategy Page
or
Strategies We’ve Uncovered
Anchor Charts
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LITE
RA
CY
NU
MER
AC
Y
GOAL: Educated Citizen
https://curriculum.gov.bc.ca/curriculum/overview
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Guided Small
Groups
Indep
ende
nt
Practi
ce
Meaningful practice: • Daily Math Investigations • Games
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Multiplication Games
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Box Cars and One Eyed Jacks
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Independent Practice Time
Pick a “just right” game x1
x2
x10 x5
x4 x6 x7 x8 x9
Self-monitoring promotes automaticity with the basic facts. Self-monitoring
requires that students focus their attention on some specific aspect of their
learning. As students monitor themselves, they think about what they know and what they still need to learn.
- p.g. 77 Math Running Records
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Subtizing Multiplication Cards https://drive.google.com/drive/folders/0Byth_H-
Ygu2mZnRkam5vQmR1Nnc
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Ten Frame Multiplication Cards https://drive.google.com/drive/folders/0Byth_H-
Ygu2mSkFEcjdmS19Sbzg
For 6 x 6 I can think 6 x 5 and add one more
group. Example 6 x 5 = 30 plus 6 = 36
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Daily Math Investigations - Independent, Purposeful Practice
What does this look like?
• investigations are not new - work in the activities you used in whole class lessons
• students choose where they go • students can work alone or with others • each investigation can be differentiated
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Resources:
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Learning Intentions Re-visited
• What is Computational Fluency?.
• How can I assess Computational Fluency?
• In what ways can teachers support the development of Computational Fluency?