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Page 1: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 2: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 3: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Page 4: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 5: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 6: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 7: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 8: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 9: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Flash cards Practice worksheets Timed Tests Instructional Sequence

◦x 1’s, x 2’s, x 3’s, x 4’s, etc.

Page 10: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 11: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 12: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 13: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Three main approaches Three main approaches (Van de Walle)(Van de Walle)::

Page 14: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Three main approaches Three main approaches (Van de Walle)(Van de Walle)::

Drill

Page 15: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Three main approaches Three main approaches (Van de Walle)(Van de Walle)::

Drill

Teach a collection of strategies or thought patterns

Page 16: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Three main approaches Three main approaches (Van de Walle)(Van de Walle)::

Drill

Teach a collection of strategies or thought patterns

Focusing on number relationships and concepts

Page 17: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Fact Fact FluencyFluency

InstructioInstructional Flownal Flow

Fluency AssessmentFluency AssessmentLess than 3% of instructional time

Timed Tests

Fact Strategy DevelopmentFact Strategy Development30 - 40% of instructional time

Doubles, Near-DoublesFact Combinations to 10

Change Instructional Sequence (x2, x5, x1, x0, x10, x9, x4)

Drill Drill 15 - 20% of instructional time, appropriate after a

student demonstrates flexibility on related facts Worksheet based fact practice or Flash Cards

Fact fluency related games

Flexibility with Number Relationships Flexibility with Number Relationships & Concepts& Concepts

40 - 50% of instructional time Contextualizing math fact problems

Creating arrays and drawing pictures Decomposing or Using Known Facts

Using compensation strategies

Page 18: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Fact Fact FluencyFluency

InstructioInstructional Flownal Flow

Fluency AssessmentFluency AssessmentLess than 3% of instructional time

Timed Tests

Fact Strategy DevelopmentFact Strategy Development30 - 40% of instructional time

Doubles, Near-DoublesFact Combinations to 10

Change Instructional Sequence (x2, x5, x1, x0, x10, x9, x4)

Drill Drill 15 - 20% of instructional time, appropriate after a

student demonstrates flexibility on related facts Worksheet based fact practice or Flash Cards

Fact fluency related games

Flexibility with Number Relationships Flexibility with Number Relationships & Concepts& Concepts

40 - 50% of instructional time40 - 50% of instructional time Contextualizing math fact problemsContextualizing math fact problems

Creating arrays and drawing picturesCreating arrays and drawing pictures Decomposing or Using Known FactsDecomposing or Using Known Facts

Using compensation strategiesUsing compensation strategies

Page 19: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 20: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 21: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 22: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 23: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 24: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 25: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 26: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 27: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 28: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 29: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 30: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 31: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 32: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Decomposing or Using Known FactsDecomposing or Using Known Facts

Page 33: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Contextualizing math fact problems

Page 34: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Contextualizing math fact problems

Creating arrays and drawing

pictures

Page 35: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Contextualizing math fact problems

Creating arrays and drawing

pictures

Using compensation strategies

Decomposing or using known facts

Page 36: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Fact Fact FluencyFluency

InstructioInstructional Flownal Flow

Fluency AssessmentFluency AssessmentLess than 3% of instructional time

Timed Tests

Fact Strategy DevelopmentFact Strategy Development30 - 40% of instructional time30 - 40% of instructional time

Doubles, Near-DoublesDoubles, Near-DoublesFact Combinations to 10Fact Combinations to 10

Change Instructional Sequence Change Instructional Sequence (x2, x5, x1, x0, x10, x9, x4)(x2, x5, x1, x0, x10, x9, x4)

Drill Drill 15 - 20% of instructional time, appropriate after a

student demonstrates flexibility on related facts Worksheet based fact practice or Flash Cards

Fact fluency related games

Flexibility with Number Relationships Flexibility with Number Relationships & Concepts& Concepts

40 - 50% of instructional time Contextualizing math fact problems

Creating arrays and drawing pictures Decomposing or Using Known Facts

Using compensation strategies

Page 37: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 38: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Page 39: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Counting On (+1 and +2)

Page 40: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Counting On (+1 and +2)

Fact Combinations of 10

Page 41: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Counting On (+1 and +2)

Fact Combinations of 10

Doubles

Page 42: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Counting On (+1 and +2)

Fact Combinations of 10

Doubles

Near Doubles

Page 43: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Counting All

Counting On (+1 and +2)

Fact Combinations of 10

Doubles

Near Doubles

Decomposing Facts◦ Make Ten◦ Compensation

Page 44: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

……does not allow for students to build does not allow for students to build understanding of fact relationships and understanding of fact relationships and

does not help with retention.does not help with retention.

Page 45: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Page 46: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Page 47: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Page 48: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Page 49: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Page 50: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Fours Fours (x4)

Page 51: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Fours Fours (x4)

Square Numbers Square Numbers (3x3, 4x4, 5x5, etc.)

Page 52: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Fours Fours (x4)

Square Numbers Square Numbers (3x3, 4x4, 5x5, etc.)

Remaining FactsRemaining Facts

Page 53: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Fours Fours (x4)

Square Numbers Square Numbers (3x3, 4x4, 5x5, etc.)

Remaining FactsRemaining Facts

Page 54: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Doubles Doubles (x2)

Fives Fives (x5)

Zeros and Ones Zeros and Ones (x0 & x1)

Tens Tens (x10)

Nines Nines (x9)

Fours Fours (x4)

Square Numbers Square Numbers (3x3, 4x4, 5x5, etc.)

Remaining FactsRemaining Facts

Page 55: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 56: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 57: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

8 + 2 = 108 + 2 = 10

7 – 2 = 57 – 2 = 5

10 + 5 = 1510 + 5 = 15

Page 58: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

8 + 2 = 108 + 2 = 10

7 – 2 = 57 – 2 = 5

10 + 5 = 1510 + 5 = 15

8 + 2 + 58 + 2 + 5

10 + 5 = 1510 + 5 = 15

Page 59: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

8 + 2 = 108 + 2 = 10

7 – 2 = 57 – 2 = 5

10 + 5 = 1510 + 5 = 15

8 + 2 + 5 = 8 + 2 + 5 = 1515

10 + 5 = 1510 + 5 = 15

1 + 7 + 7 = 1 + 7 + 7 = 1515

1 + 14 = 151 + 14 = 15

Page 60: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

District created resources:District created resources:

Fact Fluency Newsletter Practice worksheets organized around

strategy development Textbook alignment to specific

strategies for SFAW and Investigations for additional information & resources

Informational sheets with strategy examples and practice ideas

Page 61: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Fact Fact FluencyFluency

InstructioInstructional Flownal Flow

Fluency AssessmentFluency AssessmentLess than 3% of instructional time

Timed Tests

Fact Strategy DevelopmentFact Strategy Development30 - 40% of instructional time

Doubles, Near-DoublesFact Combinations to 10

Change Instructional Sequence (x2, x5, x1, x0, x10, x9, x4)

Flexibility with Number Relationships Flexibility with Number Relationships & Concepts& Concepts

40 - 50% of instructional time Contextualizing math fact problems

Creating arrays and drawing pictures Decomposing or Using Known Facts

Using compensation strategies

Drill Drill 15 - 20% of instructional time15 - 20% of instructional time, , appropriate appropriate after after a a

student demonstrates flexibility on related factsstudent demonstrates flexibility on related facts Worksheet based fact practice or Flash CardsWorksheet based fact practice or Flash Cards

Fact fluency related gamesFact fluency related games

Page 62: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

Fact Fact FluencyFluency

InstructioInstructional Flownal Flow

Fact Strategy DevelopmentFact Strategy Development30 - 40% of instructional time

Doubles, Near-DoublesFact Combinations to 10

Change Instructional Sequence (x2, x5, x1, x0, x10, x9, x4)

Drill Drill 15 - 20% of instructional time, appropriate after a

student demonstrates flexibility on related facts Worksheet based fact practice or Flash Cards

Fact fluency related games

Flexibility with Number Relationships Flexibility with Number Relationships & Concepts& Concepts

40 - 50% of instructional time Contextualizing math fact problems

Creating arrays and drawing pictures Decomposing or Using Known Facts

Using compensation strategies

Fluency AssessmentFluency AssessmentLess than 3% of instructional timeLess than 3% of instructional time

Timed TestsTimed Tests

Page 63: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 64: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 65: The ability to compute efficiently and accurately with single-digit numbers (NCTM)
Page 66: The ability to compute efficiently and accurately with single-digit numbers (NCTM)

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