1. Basic Facts Middle Focus Group Raewyn Carman & Dianne Ogle 24 November 2010

2. 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 1 + 1 to 9 + 9 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.

3. 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.

4. Definitions of basic facts ARB Concept map “Any number or mathematical fact or idea that can be instantly recalled without having to resort to a strategy to derive it.” Van de Walle “Basic fact for addition and multiplication refer to combinations where both addends or both factors are less than 10. Subtraction and division facts correspond to addition and multiplication facts.”

5. 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 1 + 1 to 9 + 9 - Derive and learn the two times tables from doubles.

6. Stage 5 Essential for advanced additive thinking in stage six is the instant recall of all addition and related subtraction facts 1 + 1 to 9 + 9 Recall of multiplication facts can begin with a focus on the commutative principle for multiplication Stage 5: Essential – Addition and subtraction facts from 1 + 1 to 9 + 9 -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

7. 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 4x 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

8. Basic Facts – Stage 7 Essential division strategy: Use table to work out divisions with remainders e.g. 58÷7 = 8 remainder 2.

9. 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

10. Basic Facts – only 36 facts to learn x23456789 24681012141618 39121518212427 4162024282536 52530354045 636424854 7495663 86472 981

11. 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

12. 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

13. 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.

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

15. Strategies - Multiplication Two times table - doubles Three times table – doubles plus one or repeated addition Four times table – double double Six times table – five plus one Seven times table – five plus two Eight times table – double four

16. Strategies - Multiplication Nifty nines – the tens digit of the product is always one less than the other factor, add that to make nine. 9 x 7 = 63 Investigate the patterns! – How can we do this? Discuss ideas. one less add to 9

17. Strategies - Multiplication Investigate the patterns! How can we do this? Discuss ideas. What do you do now? Maths Games Workshop

18. Strategies - Multiplication Relate to a known fact or a helping fact 6 x 7 Relate to 5 x 7 (five sevens and 7 more) 3 x 7 (double 3 x 7) Children must be able to add on the 7 or double 21 using a part-whole method.

19. Strategies - Division Connect to multiplication – reversibility 56÷ 8 = ? As 8 x ? = 56 Continually make connections with Family of Facts (Triplets) Halve and halve e.g. 40 ÷ 8 is the same as 20 ÷ 4 or 10 ÷ 2

20. 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 64 624 6 4

21. Triplets – Family of Facts Introduce triplets 24, 6, 4 Make chains of number triplets Try 2 out of 3 24 6 4 3 2

22. 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 - multiply together

23. 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 or product 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

24. Speed (War) Two players Deal all cards out between two players. Place one card in middle. - e.g. 2 (multiply by two) 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 addition

25. 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

26. 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

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

28. Don’t forget Number Facts and Wheels Thinkboards Online practise – Digital Learning Objects If I know, then I know Plenty of opportunities to apply basic facts to real life problems

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