Basic Facts Junior Focus Group 23 November 2010 Raewyn Carman & Dianne Ogle

Basic Facts The place value system is universally adopted because all calculations can be performed by knowing correct procedures and the basic number facts. Knowing the addition facts from to will enable addition and subtraction problems to be solved, including decimal fractions. Knowing the multiplication facts from 2 x 2 to 9 x 9 will enable all multiplication and division problems to be solved, including decimal fractions.

A lack of instant recall of basic facts, along with not understanding place value are the two key reasons children are not making progress in number. It is important that children are learning their basic facts when they need to be using them. Addition and subtraction facts learned first Times tables follow, when children are using multiplicative strategies.

Basic Facts – Stage 2-3 By stage five instant recall of basic addition facts is required. There is plenty of time to learn them. A framework for learning basic facts: Stage 2: Addition and subtraction facts to five Stage 3: Essential to recall addition and subtraction facts to five Optional – Addition and subtraction with sums up to ten, doubles to ten

Stage 4 Essential for part-whole reasoning that comes in stage five is the instant recall of basic addition and subtraction facts with answers no more than ten. Addition and subtraction facts up to ten Doubles – to ten Optional: – Addition and subtraction facts from to Derive and learn the two times tables from doubles.

Stage 5 Essential for advanced additive thinking in stage six is the instant recall of all addition and related subtraction facts to Recall of multiplication facts can begin with a focus on the commutative principle for multiplication Stage 5: Essential – Addition and subtraction facts from to Derive and learn the two times tables from doubles. -Derive and learn the three times tables from 3 x 3 to 3 x 9 using repeated addition and the reverse facts. Optional: - Four and Five times table

Basic Facts – Stage 6 Instant recall of times tables with 100% reliability is needed for stage 7 so regular teaching and practising of tables must occur at this level. Failure to know times tables is a major obstacle in children ever becoming multiplicative in their thinking. Recall of multiplication facts can begin with a focus on the commutative principle for multiplication Stage 6: Essential- Derive and learn, connect to division 4 times table from 4 x 4 to 4 x 9 5 times table from 5 x 5 to 5 x 9 6 times table from 6 x 6 to 6 x 9 7 times table from 7 x 7 to 7 x 9 8 times table from 8 x 8 to 8 x 9 Derive and learn 9 x 9, connect to 81 ÷ 9 Use the 0 and 1 principles

Basic Facts Learning of times tables 0 times or times 0 –A principle not a table 1 times or times 1 –A principle not a table 10 times or times 10 –An English language issue, not a table

Basic Facts – only 36 facts to learn x

Basic Facts – from understanding to rote Van de Walle Mastery of the basic facts is a developmental process, students move through stages, starting with counting, then to more efficient reasoning strategies, and eventually to quick recall. Instruction must help students move through these phases, without rushing them to memorisation. Page 167, 2010

Approaches to fact mastery Explicit strategy instruction – designed to support student thinking – show students possibilities and let them choose strategies that help them get the solution without counting Guided invention – using strategies children have, guiding them to the efficient ones. Teacher’s job is to design tasks and problems that will promote the invention of efficient strategies

What not to do Don’t use lengthy timed tests Don’t use public comparison of mastery Don’t proceed through facts in order – (knock out the ones you know) Don’t move to memorization too soon Don’t use facts as a barrier to good mathematics – mathematics is about reasoning, give children real mathematical experiences.

Strategise – Practice - Memorise 1.Start with strategies 2.Plenty of Practice 3.Move on to memorise the basic facts

Strategies that help for addition Links to counting – Adding nothing leaves the number unchanged Adding one gives the next number in the counting sequence Adding two corresponds to the skip counting pattern

Strategies that help for subtraction Links to counting – Taking off zero (nothing) leaves the number unchanged Taking off one gives the previous number in the counting sequence Taking off two corresponds to the skip counting pattern

Strategies - Addition Doubles and near doubles plus or minus 1 plus or minus 2 Make a ten Near groupings to ten 6+5, 6+3 Plus nine – plus 10, take away one

Strategies - Subtraction Halves The opposite of addition – subtraction as counting on from, 8-6 as count on from 6 until reach 8 Subtract nine – take away 10, add one Derived from addition using the family of facts

Missing Number worksheet Begin with circles and ask children what they notice about the numbers Teach the children the circle always has the answer Fill in sheet with two numbers children have to find missing number

Triplets – Family of Facts Introduce triplets 10, 6, 4 Make chains of number triplets Try 2 out of

Tens Frames Hold up a tens frame and have the children say the 10 facts that go with the card. Children need to be able to say the four connected facts that go with each tens frame Seven and three makes ten Three and seven makes ten Ten take away seven is three Ten take away three is seven As children tell the story it is important they see written forms – words and symbols

Add to ten Two players Deal all cards out between two players. Take turns to turn over one card - state what else makes 10. Also play by taking number off ten. Modify for younger students – make five (remove some cards, use five frames/tens frames Working backwards - subtraction is harder. Children need lots of practise with subtraction

1,2,3 Fists - Paper, Scissors, Rock Two players Play as for Paper, Scissors, Rock One or two hands Count 1,2,3, put down some fingers - add/multiply together

Make Ten, Two players Deal out ten cards in a row. First player looks across the row for combinations that make ten. Aim is to collect as many cards as possible, so combinations that require more cards are best. Continue playing until all the cards are used or until there are no more combinations that add to ten. Winner has the most cards.

Make Ten again, Two players Deal all cards out in 3x3 grid Take turns to make 10 - Continue playing until all the cards are used or until there are no more combinations that add to ten. Winner has the most cards.

Salute You need three players A pack of playing cards (take out 10s and colour cards Two players collect one card each. Without looking at the card they put it on their forehead. The third player calls out the sum of the two cards The two players then call out what card they hold on their forehead by looking at the other player’s cards. The player who calls out first wins those cards. Continue playing until all the cards are used. Variations 10 more or ten less/ one more or one less Multiply Doubles

Speed (War) Two players Deal all cards out between two players. Place one card in middle. - e.g. 2 (add this number to card that is turned over) Take turns to turn over one card - both players call out answer. First to call wins both cards. If a tie, turn over another card. Highest card gets to keep all three cards. Also for multiplication

Grab Five Grab five sticks Put them in order from smallest to biggest. Winner is the first one to grab the object from the centre of the table. Must have sticks in the right order. Can be made to fit children from Year 1 - 8

Circle a Fact Place a set of A4 numeral cards zero to nine in a circle on the floor. Children form a circle around cards or make two teams either side of the circle. Two people walk around the outside of the circle, on stop place their toe on a card. Winner is the person who calls out answer first. They can –Add the two numbers together –Double the numbers –Add 10, double plus or minus one or two –Multiply the numbers –Find the difference of the two numbers

Connecting oral to written Important that children are given opportunities to practise often. Practise must be correct. Take one or two facts to memorisation at a time. Oral connection to basic facts is important for the brain

Don’t forget Number Facts and Wheels Thinkboards Online practise – Digital Learning Objects

Discussion Time Share with your table other useful activities you use to help children learn basic facts.