Cypher IV Mathematics Leadership Project

Teaching Student-Centered Math Book Study K-3 Session 4 & 3-5

Session 3 Helping Children Master The Basic Facts

(Re)Introductions

• Kim Ramsay (2, Whitehorse)• Cathy Hines (3, Whitehorse)• Kathryn Lewis (K, Old Crow)• Shari Heal (3, Whitehorse)• Bernadette Roy (3,

Whitehorse)• Jenna Sawkins (K-1, Dease

Lake)• Nita Connolly (K-2, Atlin)• Dana Caljouw (K-3,

Telegraph Creek)

• Kendra Haines (5-6, Ross River)

• Jane MacArthur (4-6, Carcross)

• Lois Moore (4-5, Whitehorse)

• Pam Harry (3-4, Whitehorse) • Sherry MacInnis (3-5, Atlin)• Kalvin Beuerlein (3-9,

Telegraph Creek)• Mike Emerick (7-8, Dease

Lake)

Group Norms

• Be Responsible For How & What You Learn– Everyone brings prior

experience & knowledge. Take ownership of your learning by being on time and staying, doing the reading & reflection to prepare for discussion, and be willing to try out new ideas in your classroom.

• Encourage Risk-Taking and Accept All Ideas– When learning and

discussing, everyone needs to feel safe& that ideas will be respected, even if there is disagreement. Discussion of new ideas allows everyone to ? their own beliefs & discover new ways of thinking – an essential focus of this book study.

Group Norms - cont’d

• Be Your Own Watchdog– Monitor and manage

your participation to prevent contributing too much or too little.

• Be An Attentive Listener– Listen to each other

during the discussion. Turn off your e-mail and refrain from surfing the net during the sessions.

Homework Review (Small Group)

• Based on the homework assigned in the previous session, discuss the following questions in a small group:– What have you tried in

your classroom as a result of the last session?

– What role did you play in the teaching and learning of math?

– What role did the students play in their learning?

– What discoveries did you and your students make?

– What misconceptions, if any, surfaced about the topic? How did you redirect the students?

– What suggestions do you have for others when they try this?

Objectives

• Focus on the Big Ideas of basic facts instruction

• Examine an approach for developing efficient strategies

• Explore strategies for +, -, x, and ÷ facts

• Consider when and how to drill effectively

Materials

• Line Master 1: A Fact’s a Fact• Classroom student textbook• Evaluation Form• (Multiplication Fact Fluency Using Doubles -

National Council of Teachers of Mathematics - Mathematics Teaching in the Middle School Journal Article)

• Other referenced items:– BLMs 11, 12, 17-18 (K-3) a.k.a 3, 4, 14, 15 (3-5)

Before

• Basic Facts Strategies– Work with a partner in a breakout room for

10 minutes.– Review each fact on “A Fact’s a Fact”,

name a strategy that would work for the fact, and explain why you chose that strategy.

– As a whole group, we will review the strategies that were chosen for each fact for 5 min.

Fact Strategy Why?

3+3

4+5

9+8

4+6

8+2

7+4

9-3

15-6

12-8

3x9

5x5

2x8

During - Big Ideas

• Review the Big Ideas for this chapter (K-3, p. 94; 3-5, p. 74) for a minute.

• Share your thoughts about the Big Ideas with a small group for 8 min.– How do these ideas

compare with the way you learned basic facts?

– Do these ideas correspond with the way that you are currently teaching basic facts?

Development of Efficient Strategies

• The book suggests a four-step approach for basic fact instruction (K-3, pp. 97-99; 3-5, pp. 77-79). Review the approach and discuss with a partner, in a breakout room, how this approach compares to the way your textbook introduces or reinforces basic facts. (15 minutes)

Strategies for +, -, x, & ÷ Facts

• Divide into 3 groups:– Addition (K-3, pp. 99-

106; 3-5, pp. 79-84)– Subtraction (K-3, pp.

106-111; 3-5, pp. 84-88)– Mult. & Division (K-3, pp.

111-117; 3-5, pp. 88-93)

• Reread & prepare to share in 35 minutes:– What is important to

consider when you are working with students on these facts?

– What are the different strategies that assist students in becoming efficient in fact retrieval?

– What games or activities would be helpful to promote the various strategies?

– How would teachers assess fact retrieval for their students?

• Poll to divide into groups of 3 to share for 10 min.)

Effective Drill

• Do a paired reading and partner paraphrase of the section on Effective Drill (K-3, pp. 117-119; 3-5, pp. 94-96).– One partner will read the

1st paragraph and then the other partner will paraphrase what has just been read.

– For the next paragraph, the partners switch roles, and so on. (15 minutes)

• Be prepared to share any new insights that you gained from this activity in the large group. (5 minutes)

After - Round-table Sharing

Round-table sharing in a few minutes on:

• Some view strategies as little more than a collection of tricks to memorize. Is teaching thinking strategies for fact mastery in keeping with a constructivist view of teaching math?

and/or

• Reflect Stems– I feel good about…– I used to… but now I…– My goal is… I will know I

am on my way when…– One thing that worked

today was…– One question I have…– Two things I remember

are…– If I could do something

again differently, I would…

After - Evaluation & Self-Assessment Form

• Please take a few minutes to complete the evaluation & self-assessment form at this time and e-mail it to me at Paula.Thompson@yesnet.yk.ca.

After - Homework

• Pick a basic fact strategy (e.g., near doubles) and work through the 4-step process with your students. Be prepared to share at the next session.

• K-3 Group– Read Ch. 5, Base 10

Concepts and Place Value (pp. 122-156)

• 3-5 Group– What can you do to help

students who have struggled with basic facts and may have become discouraged? Work through the steps in Fact Remediation (pp. 96-97) with at least one student. Keep a record of your work to share.

– Read Ch. 4, Strategies for Whole-# Computation (pp. 100-130).