Just the Math Facts Or… what is my kid talking about and why doesn’t it look like the math I did as a kid?

What does the school want from my child, and why is it important? We want every student to know basic math facts with automatically (in three seconds or less) We want every student to know basic math facts with automatically (in three seconds or less) If a student is less occupied with basic facts, it frees up their brain to perform higher math. If a student is less occupied with basic facts, it frees up their brain to perform higher math. When a student can do higher math, lessons generally get more hands on and applicable to their everyday lives. When a student can do higher math, lessons generally get more hands on and applicable to their everyday lives.

Why all the strategy? Why can’t they just memorize it like I did? Memorizing is fine. In fact, it is our ultimate goal for your student! Memorizing is fine. In fact, it is our ultimate goal for your student! Some students have difficulty memorizing and see it as random and useless. Some students have difficulty memorizing and see it as random and useless. By giving these children a structured framework, they have something to attach new knowledge to, making it stronger, and less likely to be forgotten. By giving these children a structured framework, they have something to attach new knowledge to, making it stronger, and less likely to be forgotten.

How are the strategies structured? The strategies rely on beginning with counting up and doubles because even very young children take to this easily. The strategies rely on beginning with counting up and doubles because even very young children take to this easily. The higher strategies rely on more difficult skills and the ‘inverse operation’ or use of fact families to help ‘fill in the blanks’. The higher strategies rely on more difficult skills and the ‘inverse operation’ or use of fact families to help ‘fill in the blanks’.

What is with those triangle shaped cards? These are flashcards that can be easily manipulated to show students ‘fact families’ by covering up any number on a corner. These are flashcards that can be easily manipulated to show students ‘fact families’ by covering up any number on a corner. This helps students associate three numbers as a fact family that they can manipulate when they are doing ‘inverse operations’. This helps students associate three numbers as a fact family that they can manipulate when they are doing ‘inverse operations’. So instead of having to remember 6+5= 11, 5+6= 11, 11-6=5 and 11-5=6, the students can associate 6,5,11, manipulate it quickly in their minds to fill in a missing number. So instead of having to remember 6+5= 11, 5+6= 11, 11-6=5 and 11-5=6, the students can associate 6,5,11, manipulate it quickly in their minds to fill in a missing number.

Level 1 Count up 1 or 2 Even very young students can count up one or two quickly. Even very young students can count up one or two quickly. We keep it to counting up more than 2 leads to miscounting and takes too long. It is to be used as a last resort. We keep it to counting up more than 2 leads to miscounting and takes too long. It is to be used as a last resort. These problems are identified by having +1 0r +2 in them. Such as… These problems are identified by having +1 0r +2 in them. Such as… 4+1, 1+3, , 1+3, 6+2 Can you find one in your flashcards? Can you find one in your flashcards? Can you use it to solve this problem: Can you use it to solve this problem: 23,763 23, , ,212 Cool to be doing BIG MATH, isn’t it? Cool to be doing BIG MATH, isn’t it?

Plus 0 Crazy as it seems, it takes some practice for children to realize that if you are adding 0, your sum is the other addend. You can identify a +0 fact by looking for +0. Such as 0+3, 4+0, 9+0, 0+8 Can you find one in your fact cards?

Level 2 Doubles For some reason, doubles facts stick in children’s brains very well. We need to make use of that. For some reason, doubles facts stick in children’s brains very well. We need to make use of that. The next two levels depend on your student having a rock solid grasp of their doubles and their ability to count up 1 and 2! The next two levels depend on your student having a rock solid grasp of their doubles and their ability to count up 1 and 2! You can spot a doubles fact by looking for two addends that are the same. Such as 7+7, 3+3, 5+5. You can spot a doubles fact by looking for two addends that are the same. Such as 7+7, 3+3, 5+5. Can you find one in your fact cards? Can you find one in your fact cards? Can you use it to solve this: Can you use it to solve this: 3,241 3,241 +3,040 +3,040 Just look at the big brain on you today! Nice work!

Level 3 Doubles Plus One A doubles plus one fact will have two numbers that “stand together” on a number line. Such as 6+7, 3+4, , 5+4. A doubles plus one fact will have two numbers that “stand together” on a number line. Such as 6+7, 3+4, , 5+4. The smaller number does not have to come first. But when you find it, you double the smaller number, and add one to the sum. The smaller number does not have to come first. But when you find it, you double the smaller number, and add one to the sum. Can you find one in your fact cards? Can you find one in your fact cards? Example : is the smallest number, so 6+6 is plus one more is 13. This is a combination of knowing your doubles and having the skill to count up one (levels 1 and 3, remember?) Can you use it to solve this problem: 3,421 3,421 +2,332 +2,332

Level 4 Inside Doubles Inside doubles facts are numbers that are ONE APART on the number line. Such as 4+6 (4,5,6), 9+7 (7,8,9) Inside doubles facts are numbers that are ONE APART on the number line. Such as 4+6 (4,5,6), 9+7 (7,8,9) Can you find one in your fact cards? Can you find one in your fact cards? The way you solve them is to DOUBLE that ‘inside hidden’ number. The way you solve them is to DOUBLE that ‘inside hidden’ number. Example 9+7. The ‘inside hidden number is =16. Try it. Example 9+7. The ‘inside hidden number is =16. Try it. Can you use it to solve this problem? Can you use it to solve this problem? 3,721 3,721 +5,542 +5,542

Level 5 Make a Ten This strategy relies on the students being able to break apart numbers in their heads. This strategy relies on the students being able to break apart numbers in their heads. A Make a Ten fact does not fit into any of the other categories. So we use a mental 10 frame to help. This is early algebraic thought. A Make a Ten fact does not fit into any of the other categories. So we use a mental 10 frame to help. This is early algebraic thought. Example: 8+5 Example: 8+5 I think 8+2=10, so 3 more (to make that addend of 5) is 13. I think 8+2=10, so 3 more (to make that addend of 5) is 13. Try it with these: Try it with these: 6+9, 8+4, 3+9, 3+8, , 8+4, 3+9, 3+8, 4+10

Subtraction Fact Levels These strategies are heavily reliant on the ‘inverse operation’, ‘turn arounds’ or ‘fact family’ strategy. These strategies are heavily reliant on the ‘inverse operation’, ‘turn arounds’ or ‘fact family’ strategy. If your student is working on subtraction or division, make use of the triangle flashcards to help them associate the numbers! If your student is working on subtraction or division, make use of the triangle flashcards to help them associate the numbers!

Subtraction levels Turn arounds 1 or 2 Turn arounds 1 or 2 Ex: 4-2, 5-1, 8-2 Subtracting Doubles- Turn arounds Ex: 4-2, 8-4, 6-3 Subtracting Doubles plus 1 – Turn arounds Ex: 15-8, 7-3, 11-5 Subtracting Inside Doubles- Turn arounds Ex: 12-5, 8-3, 10-6 Subtracting using Make a Ten – Turn arounds Ex: 10-7, 14-9, 16-7

Multiplication Facts Levels Learning these facts is more like you remember it. Learning these facts is more like you remember it. The best advice is to practice skip counting, and make use of the ‘multiplication songs’. The best advice is to practice skip counting, and make use of the ‘multiplication songs’. Once the children have these songs down, they can use them by grasping a number from the problem, and skip counting by that number. Once the children have these songs down, they can use them by grasping a number from the problem, and skip counting by that number. Ex: 6X7 (sing to Happy Birthday: 6,12,18,24, 6,12,18,24. 30, 36, 42…) Ex: 6X7 (sing to Happy Birthday: 6,12,18,24, 6,12,18,24. 30, 36, 42…)

Division Facts Here, your student will be heavily reliant on using the multiplication fact families to help perform the ‘inverse operation’ or “turn arounds”. Here, your student will be heavily reliant on using the multiplication fact families to help perform the ‘inverse operation’ or “turn arounds”. Ex: 42/6= ? Ex: 42/6= ? I know 6,7, and 42 are a fact family (6X7=42) so the missing number is 7. That is the answer. I know 6,7, and 42 are a fact family (6X7=42) so the missing number is 7. That is the answer.

Games that work with every level Tic Tac Toe with facts War 3 For All Write the sums, differences, products or quotients you are working on in the circles. (The answers you will need) Across the bottom put in the numbers you are going to add together, subtract, multiply or divide. (the numbers you will add together, subtract from, or multiply and divide by) Goal: to get three in a row. Player 1 crosses off the numbers he will use on the bottom, says the fact and marks off a circle with that answer. Player 2 does the same, trying to block player 1 and get 3 in a row, herself!

Bottom Line Knowing the basic facts will help your child go farther and achieve more. Knowing the basic facts will help your child go farther and achieve more. We are trying to give them as many ways to remember them quickly as we can! We are trying to give them as many ways to remember them quickly as we can! We want them to have that knowledge in there solidly so it is there forever. We want them to have that knowledge in there solidly so it is there forever. We are pretty sure you do, too! We are pretty sure you do, too! Thank you for letting us work with your kids and coming tonight! Thank you for letting us work with your kids and coming tonight!