8/14/2019 BasicFactsNzmaths

1/17

Basic Facts Knowledge

A Staff Tutorial

8/14/2019 BasicFactsNzmaths

2/17

This tutorial will:

1. Define basic fact knowledge andoutline why it is important

3. Introduce a teaching, learning andassessment model for basic facts

5. Help you consider how your current

practices are aligned with the model

7. Introduce a resource based on themodel

8/14/2019 BasicFactsNzmaths

3/17

Basic fact knowledge is:

the ability to have fast and fluent recall ofkey:

addition/subtraction facts

multiplication/division facts

proportional relationships

8/14/2019 BasicFactsNzmaths

4/17

Basic facts knowledge is importantbecause it:

Aids estimation and mentalcalculation

Develops conceptualunderstanding

Strengthens connections withinand

between strategies Is key to working confidently

at Number Properties

8/14/2019 BasicFactsNzmaths

5/17

Which facts are important?Basic Fact Knowledge ProgressionBook 1 Number Framework (MoE 2005)

8/14/2019 BasicFactsNzmaths

6/17

Introducing the basic facts teaching,learning and assessment model

8/14/2019 BasicFactsNzmaths

7/17

Point A: Fact Selection

At the centre of this model are sets ofbasic facts that every child shouldlearn.

The teacher selects sets of basic factsappropriate for each student to learnbased on diagnostic information

about their learning needs.

8/14/2019 BasicFactsNzmaths

8/17

Point B: Strategy Teaching

The set of facts is then taught through theexploration of strategies used to solve theequations. This strategy teaching wouldfollow the same sequence as numeracy

sessions:

materials > imaging > numberproperties

Example: The doubles +/- 1 may beintroduced following successful practice andrecall of the doubles facts set:

8 + 7 as a double (7 + 7) + 1

8/14/2019 BasicFactsNzmaths

9/17

Point C: Practice

Once students demonstrate proficiency withthe strategy, recall of the set of facts isdeveloped through games and other creativedrills that encourage accuracy and speed.

Students practice sets of facts that can besolved by a similar strategy, giving them theopportunity to match strategies to facts toassist in the development of recall.

At the point of recall, students can retrievethe answer to a fact equation quickly andefficiently.

8/14/2019 BasicFactsNzmaths

10/17

Point D: Knowledge

Students have fast and fluent recall ofthe set of facts and their knowledgebecomes a tool to help them solve

number problems.

This may also become the first step inselecting a new set of facts to take

through the teaching cycle, as a newnumber pattern or relationshipemerges from what is known.

8/14/2019 BasicFactsNzmaths

11/17

How do you currently teach basicfacts?

List what you currently do to help studentslearn basic facts.

Drills

Flashcards

Chanting

Games

Timed tests

Quick ten

Others?

8/14/2019 BasicFactsNzmaths

12/17

Fit each of your current practices within theteaching model by completing the chart:

KnowledgeHow do you getstudents to use the

basic facts theyknow?

PracticeHow do get studentsto learn the basic

facts once theyunderstand them?

StrategyTeachingHow do you develop

studentunderstanding ofbasic facts?

Fact SelectionHow do you selectappropriate facts for

each student tolearn?

How do your current practices fit withthis model?

8/14/2019 BasicFactsNzmaths

13/17

The Resource

The basic facts resource provides

A: Sets of related basic facts

B: Teaching Activities for each fact set

C: Practice Activities for each fact set

8/14/2019 BasicFactsNzmaths

14/17

Sample page

8/14/2019 BasicFactsNzmaths

15/17

Assessment has different purposes ateach stage of the model:

Point A: Fact Selection

Assessment provides information about the most appropriateset of facts for each student to learn.

Point B: Strategy TeachingFormative assessment during strategy teaching sessions

provides information about how well students are usingexisting known facts and an understanding of numberoperations to learn new facts. Teaching is modified accordingly.

Point C: PracticeThe teacher monitors whether the set of facts is approachingrecall. An efficient way to do this is through the use of do know/ dont know cards (next slide).

Point D: Knowledge

Assessment provides information on how students are able touse the basic facts they know to solve problems. Analysis oferrors can often indicate the type of practice required or mayeven indicate need for further teaching to repairmisconceptions that have developed.

8/14/2019 BasicFactsNzmaths

16/17

8/14/2019 BasicFactsNzmaths

17/17

In conclusion, an effective basic factsprogramme will involve

Selecting appropriate sets of related facts foreach student to learn.

Using strategy teaching to ensure students

understand facts and the relationshipsbetween facts.

Ensuring students develop recall of factsthrough practice.

Giving students opportunities to use the basicfacts they know to solve problems.