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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.

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Presentation on theme: "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."— Presentation transcript:

1 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

2 (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)

3 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.

4 Group Norms - contd 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.

5 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?

6 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

7 Materials Line Master 1: A Facts 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)

8 Before Basic Facts Strategies –Work with a partner in a breakout room for 10 minutes. –Review each fact on A Facts 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.

9 FactStrategyWhy? 3+3 4+5 9+8 4+6 8+2 7+4 9-3 15-6 12-8 3x9 5x5 2x8

10 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?

11 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)

12 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.)

13 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)

14 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…

15 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

16 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).

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