The instructor will implement 1 minute-timed exercises in the area of need (Addition, Subtraction, Multiplication or Division). The objective is to teach students basic math facts to automaticity through repeated oral exercises. A student must complete an exercise with 0 errors to master that skill set and move on to the next. 

Procedure

1. Open the highlighted exercise for the student in the appropriate section. 

2. Choose a problem from the exercise and have the student create a word problem using the same numbers. If they have not done this before, provide an example and explain what language is appropriate for that type of problem.

3. Start the timer. As the student reads the complete question and then provides the answer, immediately correct any mistakes made. When the student makes an error, they will then write the problem and answer onto a note card while the timer is running. 

4. After the timing, review up to 3 of the problems the student made an error on.

How to Purchase

1. Log in to digital.greatleaps.com and if you are a part of a school using an Organization, make sure you have joined the organization before purchasing. 

2. When you are ready, select ‘Pricing’ in the upper right-hand corner of the screen. If you have existing subscriptions, you will be asked whether you want to Extend Subscriptions or Add Students. Select ‘Add Students’. 

3. Under “Math Facts,” select the number of Math Facts licenses you would like to purchase and complete checkout with a card or a Purchase Order. You can order by phone calling us at 877- 475-3277 M-F 9:30 am to 4:30 pm US Eastern. If you order by phone, your licenses will be made available by GL staff. 

Adding Existing Students to Math Facts 

1. Log in to digital.greatleaps.com and select ‘Manage Students’ in the upper left of the screen. You will see ‘Licenses Available’ to confirm you have Math licenses available. 

2. In order to apply a Math Facts license to a pre-existing student, use the search bar or scroll to find the student. Select ‘edit’ to the right of their name. You will be shown a box to check next to ‘Math’. Select the box to apply a math license to that student and then select ‘Save’ at the bottom as shown. You should see a green check confirmation. Repeat this process with any pre-existing students you would like to use your Math licenses with, being aware of the number of licenses you have available. 

Adding New Students for Math Facts 

1. Make sure you are logged in to digital.greatleaps.com, and select ‘Manage Students’ in the upper left-hand area. 

2. On this page, select the ‘Add Student’ button in the top right area. You are given an area to fill in student information as shown, and there are boxes to select the licenses you would like to be used. Select ‘Math’, fill in the student information, and select ‘Save’. 

3. Repeat the process for all new students you would like to add to use Math. 

How to Start a Math Exercise 

Now that you have applied Math licenses to any students you wish to use the Math Facts program with, make sure you are logged in to digital.greatleaps.com and select ‘Home’ at the top of the screen. Scroll through the list or search for the student's name and select the student to proceed. A separate student device is required for Math Facts because the answers are shown to the instructor. Select the math tab. Logging in with the Student Device Notice the 5-character student code shown above. Have the student login at digital.greatleaps.com by selecting ‘log in’, selecting ‘Student’, and entering your teacher username and the student code shown above to connect your devices. (Do not record this code for later, the code changes with every session.) 

Completing a Timing

1.  After connecting your devices, select the highlighted exercise and you will be prompted with instructions to test the student’s conceptual knowledge with word problems. 

2. Before a student begins work on any exercise of the Great Leaps Digital Math Facts program, they must be able to create a viable word problem. We do this every time. For example, if the student is doing addition sums to 18, the instructor chooses one of the problems on the page as an example and asks for a word problem with it. 

   • Addition Word Problem Sample: If 5 + 9 were chosen, the student would say, "I have five pennies in my left pocket and nine pennies in my right pocket. How many pennies do I have?" If the student has difficulty with this, the instructor will give an example and ask for the student to then give a similar example. If the instructor realizes that the student is not getting the concept, an intervention is needed. The calculation must be paired with a complete understanding of the concept. It is time to give the student a concrete example of what the problem would look like. I like working with pennies. You could show the example 5 + 4. Show the student and count five pennies. Then, in a separate group, show four pennies. “This is five plus four. Let’s count. Five plus four more equals nine.” Similar examples with pennies can be done with all the operations. (Keep the numbers small). Nine divided by three is the same concept as eighty-one divided by nine. 

3. The instructor explains to the student that the student will read each problem aloud with then give the answer. “Three plus two is five.” 

4. Make sure the student is comfortable, understands the assignment and is ready to begin. Start the timer as the student begins. 

5. The student reads the problems and answers beginning at the top left, proceeding to the right, and then down and across again. When an error occurs, the instructor immediately corrects it. Student: “Three plus two is six.” Instructor. “No, three plus two equals five. Repeat after me, three plus two equals five. Continue.” while the timer continues, the student will write the problem and the correct answer down on a notecard. 

7. When the student completes the exercise or it is indicated that the time is up, double-click the last response read then the instructor gives feedback on the student's performance. Then choose a line where an error or two was made. The student is guided to the line. Instructor. “I’m going to go through the line. Follow along. When I finish, it’s your turn.”