How to create Math Fluency in Second Grade

Environment  Students must have an understanding of class expectations, including expectations for participation, listening, speaking and interacting with classmates.  Teacher must model desired behaviors and reinforce compliance in a consistent fashion.  Math vocabulary and work samples should be posted.  Math Tools (cubes, tiles, base 10 pieces, hundred table etc) should be available for use.

Learning Process ViewTalking DoingTransforming

Viewing  Teacher will introduce the concept or skill.  Teacher will present and/or connect the new material to a real life situation (buying an ice cream, sharing items, telling time etc.)  Teacher will “Think aloud” as a way of modeling the thought process required for academic success.  Teacher will guide students’ thinking by asking appropriate questions.  Students will be looking, listening, interacting with classmates and sharing thinking.

Viewing

Doing- Exploring the idea  Students (Sts) will connect previously acquired knowledge with the new material.  Sts. will make their thinking public by sharing with partner or the whole group.  Sts. will agree and disagree with the ideas presented by other students.  Sts. will show their thinking by including in their work pictures, words and numbers.  Teacher will provide opportunities for repeated collaborative experiences with the new material to ensure mastery.

Math notebook daily entry

Talking-Learning to Justify  Sts. work with partner or small group to make sense of a story problem;  Read – Dialogue – Information represented by symbols (pictures & numbers).  Sts. will agree or disagree with the ideas presented by their partner or small group.  Sts. will present their work to the class. This requires making their thinking public, justifying their thinking and using math vocabulary appropriately.

Talking-work justification

Transforming  Sts will be able to apply the new skill successfully when working independently.  Sts. will develop confidence in their knowledge and understanding of mathematical concepts and skills.  Sts. will see themselves as being able to make sense of a situation requiring math.  Sts. will be able to teach and help others with math.

Transforming knowledge Independence

Fluency in the context of the TEKS. The content is defined by TEKS.  TEKS 2.1, 2.3 Math Notebook focusing on using today’s number to teach expanded form, place value, doubling.  TEKS 2.3 Numerical fluency on activities to build flexibility with addition & subtraction with combinations to 20.  TEKS 2.12, 2.13, 2.14 focus on the skill of problem solving which requires Sts. to write/read a problem that needs mathematical understanding of addition, subtraction, grouping, regrouping and strategies in order to arrive to a sensible answer.

Acknowledgement  I would like to thanks many individuals whose advice and guidance made this presentation possible.  First and foremost to Ms. Janet Densmore, Math Coach at Andrews Elementary, whose mathematical knowledge and instructional methodology are second to none.  Ms. Laurie Barber, principal at Andrews whose expectations and rigorous leadership brings the best of every teacher at the school.  Ms. Sharon Duncan, A.C.C.- Director of Cohort whose professional (& motherly care) demands made me a better learner & teacher.

Math fluency - practice

Sources:  Ms. Janet Densmore, Math Coach at Andrews Elementary.  Ms. Laurie Barber, Principal at Andrews Elementary.  Dr. Jennifer Hollings, Global Language Solution Presenter.  Ms. Adelita Campos Acosta, Global Language Solution Presenter.  Professor J. Cummins, Cummins’ model on learning theories.