Math

November 6, 2017

We are beginning our fourth math unit of the year, which deals with repeated addition, or the adding of multiple equal parts.  This unit teaches skills which serve as the foundation for multiplication, and sets children up to be able to visualize repeated addition as arrays.  




September 18, 2017

       

We have started our first math unit of the school year, which focuses on the foundational relationship between addition and subtraction, as well as basic math facts.

If part plus part equals whole, then whole minus part equals part.

If 7+3=10, then 10-7=3.  During this unit, children explore fact families, word problems, and number sentences, looking closely at the relationships between numbers.

To assist with visualizing these crucial relationships, we have new tools to use in second grade.  Rekenreks, or Math Racks, are used to help develop computational fluency, or the ability to think flexibly about numbers.  With two rows of ten wooden beads, five red and five white on each row, children begin to see numbers using 5s and 10s as anchors.  For example, children may begin to recognize that 7 is really the same as 5+2, just as it is the same as 10-3.

The ability to think flexibly about numbers is a critical skill as children move past second grade on to third grade and beyond.  We will use the rekenreks frequently in our classroom, and will build plastic bead and pipecleaner versions for home, in order to become more fluent and flexible with math facts.




11/16/16

Math Fact Fluency Focus #4:  Subtracting:  Any number from itself, and any number one away from itself.

 Goal:  Students will be able to accurately and efficiently subtract any number from itself (to equal 0), and any number one away from another number (to equal one).  You can practice facts by making double sided flashcards (correct answer on the back, please).  Facts should be practiced again and again and again until they are fluent.  When a fact is fluent, the answer can be given in a snap.  If your child needs to count on fingers or think for an extended period of time, he or she is not fluent and should keep practicing.

Also, keep practicing the facts from previous weeks!

Examples:

1-1=0         1-0=1
2-2=0         2-1=1
3-3=0         3-2=1
4-4=0         4-3=1
9-9=0         5-4=1
10-10=0     9-8=1

11/8/16

Math Fact Fluency Focus #3:  Pairs of numbers that equal 10

Goal:  Students will be able to accurately and efficiently add numbers that equal ten, and then subtract them from ten.  You can practice facts by making double sided flashcards (with the correct answer on the back).  Let me know if you need index cards.  These facts, like the previous ones, should be practiced again and again and again, until they are FLUENT, and can be answered in a snap.  If your child needs to use a strategy such as counting on fingers to solve, he/she is NOT YET FLUENT, and needs to keep practicing.  Also keep practicing the facts from previous weeks.

Examples:

1+9=10     10-1=9     10-9=1
2+8=10     10-8=2     10-2=8
3+7=10     10-3=7     10-7=3
etc...



10/20/16

Math Fact Fluency Focus #2:  Adding and Subtracting 0 or 1

Goal:  Students will be able to accurately and efficiently add or subtract 0 or 1 from any number up to 10.  You can practice facts by making double sided flashcards (with the correct answer on the back).  Let me know if you need index cards.  These facts should be practiced again and again and again, until they are FLUENT, and can be answered "in a snap".  If your child needs to use a strategy such as counting on fingers to solve, he/she is NOT YET FLUENT, and needs to keep practicing!

Examples:

1+0=1       1+1=2       1-0=1        1-1=0

2+0=2       2+1=3       2-0=2        2-1=1

etc... up to 10

10/13/16

Math Fact Fluency Focus #1: Doubles Facts

Goal:  Students will be able to accurately and efficiently solve doubles addition facts, and their related subtraction facts, from 0-10.  You can practice facts by making double sided flashcards (with the correct answer on the back).  Let me know if you need index cards.  These facts should be practiced again and again and again, until they are FLUENT, and can be answered "in a snap".  If your child needs to use a strategy such as counting on fingers to solve, he/she is NOT YET FLUENT, and needs to keep practicing!

0+0=0
0-0=0

2+2=4
4-2=2

3+3=6
6-3=3

4+4=8
8-4=4

5+5=10
10-5=5

6+6=12
12-6=6

7+7=14
14-7=7

8+8=16
16-8=8

9+9=18
18-9=9

10+10=20
20-10=10

10/11/16

A note on Math Facts and Computational Fluency:

Research has shown that long-term success in mathematics is closely tied to strong number sense, including fluency with basic facts. This has less to do with memorizing math facts, or being able to produce them in a certain amount of time, and more to do with being able to think flexibly, accurately and efficiently about numbers in general.  This is computational fluency.

The sooner your child becomes fluent with her or his addition and subtraction facts, the better!  Addition and subtraction of larger numbers will be much easier to master, and multiplication and division are easier to learn with the support of addition and subtraction fluency. Even algebra will be easier to learn if your child does not have to use mental energy counting to solve addition and subtraction facts!

In order to maximize computational fluency:

1.  Children need to work on their facts at school and at home

2.  Children are encouraged to develop strategies beyond counting on fingers (or rote memorization).  One such strategy might involve using more “friendly” numbers as an anchor (such as multiples of 5 and 10).

             For Example:

·         9+7 is the same as 10+6 

·         13 – 4 is the same as (13 - 3) -1 and/or (10 - 4)+3

In order to facilitate computational fluency with addition and subtraction facts to 20, I will begin posting a strategy based "MATH FACT FLUENCY FOCUS" every two weeks or so. To practice, you may choose to make flash cards, practice math facts and/or play math games.

Look for the first one within the next week.

If you are interested in further reading in the area of computational fluency, please see the links below:

http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Fluency_-Simply-Fast-and-Accurate_-I-Think-Not!/

http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm

http://www.mathlearningcenter.org/blog/developing-computational-fluency-part-1