Math Fact Automaticity
Philosophy
Our goal is to have a school-wide research-based system for supporting our students as they develop automaticity with basic facts. We understand that knowing basic facts is one small part of procedural fluency and an even smaller part of their explorations into mathematics. Nonetheless, we also recognize that recalling math facts and retrieving number combinations is important as as students progress in mathematics. We are cognizant that deep understanding should be emphasized over speed in mathematics - that traditional timed tests have been linked to math anxiety and math phobia. In our system, we focus on number relationships as students gradually commit number combinations and fact families to memory. Growing out of research on student motivation and cognition, our system invites students to take ownership of their own learning, setting goals, making practice and accountability choices, and celebrating accomplishments. We also help students to understand the modalities through which they each learn best so they can make informed choices in how practice their facts.
Our goal is to have a school-wide research-based system for supporting our students as they develop automaticity with basic facts. We understand that knowing basic facts is one small part of procedural fluency and an even smaller part of their explorations into mathematics. Nonetheless, we also recognize that recalling math facts and retrieving number combinations is important as as students progress in mathematics. We are cognizant that deep understanding should be emphasized over speed in mathematics - that traditional timed tests have been linked to math anxiety and math phobia. In our system, we focus on number relationships as students gradually commit number combinations and fact families to memory. Growing out of research on student motivation and cognition, our system invites students to take ownership of their own learning, setting goals, making practice and accountability choices, and celebrating accomplishments. We also help students to understand the modalities through which they each learn best so they can make informed choices in how practice their facts.
Resources: Addition and Subtraction Multiplication and Division
CA Common Core Standards: Know from Memory |
Research and Readings |
|
2nd Grade
Operations and Algebraic Thinking Add and subtract within 20. CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. |
| |||||||
|
3rd Grade
Operations and Algebraic Thinking Multiply and divide within 100. CCSS.Math.Content.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. |