A Systemic Approach to Basic Facts Grades 1 and 2

Make a Date Using your handout Find someone not at your table Make a lunch date and a dinner date with two different people Return to your family at your table

Landscape of Learning for Number Sense, Addition, and Subtraction Evidence of Mastery Progression of Learning At your table, identify the skills, concepts, models, and understandings students must have to progress to the teaching of basic facts. Entry level skills, models, concepts

Models Ten-frame Rekenrek (arithmetic rack) Number bonds Rekenrek (arithmetic rack) Models with symbols to represent amounts Number paths Equation balance

Ten Frames Constructing Facts of 10: Cup 10 two color counters Constructing Facts of 10 Recording Sheet Distribute white 10-frame boards and dry erase markers to participants with the cups and counters.

Ten Frames 4 + 7 9 + 2 6 + 5

Rekenrek

Math Balance With a partner, use your math balance to complete each of the handouts below: Balance the Equations True Statements Complete the Balance After each task discuss the opportunities the activity focuses on and the student understanding added. Students have the opportunity to develop their addition facts in conjunction with related subtraction facts. Through the exposure to construct multiple addends that make the same sum, students experience the commutative property and

Math Balance Reflection What essential mathematical ideas would this activity support? How could you differentiate this activity?

Silent Round Table Think about the following question: How does understanding the learning progression regarding single-digit operations help support student instruction? Distribute the excerpt from Adding It Up. Ask participants to think about the question on the slide as they read the excerpt.

Silent Round Table Step 1: No Talking Step 2: Pass around bulleted list and each member writes down one thing that answers the question: How does understanding the learning progression regarding single-digit operations help support student instruction? Continue until time expires (about 3 minutes) with each person adding one new thing. Be thinking while your partners are writing! Give tables time to reflect what was written. Move to the next slide

At this time go find your lunch date and share the results of the round table activity with your date.

“Strategies for Basic-Fact Instruction” “Assessing Basic Fact Fluency” “Fluency with Basic Addition” Each table will receive a journal article about the basic fact foundations. Please feel free to mark on your copy as needed.

Window Pane How it works: Each journal team will need one piece of chart paper and markers. After brainstorming the main points of the article, divide the chart paper into 6 equal sections. Use the 6 boxes to present those big ideas. You and your journal partner will come up with a visual representation for each pane (related to your article) and under the picture write a correlating key word. Articles: “Strategies for Basic-Fact Instruction;” “Assessing Basic Fact Fluency;” “Fluency with Basic Addition” Each table will have three teams of two, each with a different journal article.

Big s Our number system is a system of tens. Numbers are flexible, they can be composed and decomposed to make computations easier to perform. The order of the addends does not change the sum. There is a connection between addition and subtraction.

Building Understanding Number Paths: 3 + 4 1 2 3 4 5 6 7 8 9 10   4 + 3 Distribute number paths and Using the number path helps students grasp the commutative property. Number paths allow students to view the progression of numbers in a one-to-one sequence. They also allow students to decompose sums. If I have 9 pieces of candy, how could I decompose 9 into two different numbers?

Like Sums Materials: Double 9 dominoes Like Sums cards Like Sums mat

Like Sums Reflection What essential mathematical ideas would this activity support? How could you differentiate this activity? Where is this activity within the Landscape of Learning?

Unknown Parts 3 Materials: 10 clothes pins 12 craft sticks On your 10 clothes pins write the numerals 0-9. Then, write the following equations on the 12 craft sticks: 1 + __ = 10 8 + __ = 10 __ + 3 = 10 6 + __ = 10 __ + 5 = 10 9 = __ + 6 4 + __ = 11 11 = __ + 8 4 + __ = 12 __ + 8 = 13 2 + __ = 11 4 + __ = 9

Unknown Parts Reflection What essential mathematical ideas would this activity support? How could you differentiate this activity? How might you extend this activity? Where is this activity within the Landscape of Learning? Go find your dinner date and discuss the following reflection questions. Be prepared to share with your table group the big ideas discussed.

Unknown Situations Cut apart the story situations on the green handout; then determine what is unknown from the story. Sort the cards into three categories: Start Unknown Change Unknown Result Unknown How does the knowing whether the whole or part is missing help in the solution process?

Ranking Ladder As a table group reflect on the day (journal articles, hands-on activities, manipulatives, and the landscape of learning regarding basic facts) and place the four top ideas in order of priority. A group consensus must be met. Record these ideas on a post-it note. Reflection of the day