Fluency in 2nd

From memory is not the same as memorization. From memory is the ability to recall information easily because it is based on understanding, connections, and strategies. Therefore, focus on strategies, not facts.

1. Start with contextual experiences and visuals. What does addition mean? Use rekenreks, ten frames, cuisenaire rods and other visuals so students can see the patterns and build strategies.

2. Build Foundational Facts first: +1/+2, +0, +10, doubles, making ten

3. Use Foundational Facts as derived facts (important to use visuals so students SEE the connection and build strategies):

   • I can use my make ten facts to break apart other numbers (using ten). For example, 8+7 is changed to 8+2+5 or 10+5.

   • I can pretend a ten or compensate. For example, 9+4 is like 10+4 but one less.

   • I can use my doubles to find near doubles. For example, 4+5 is changed to 4+4+1.

4. Connect addition to subtraction. What does subtraction mean? How does knowing my addition facts help me master my subtraction facts?

Fluency Progression:

Three Phases of Developing Fact Fluency

Phase 1: Counting strategies—using object counting (e.g., fingers, blocks) or verbal counting to determine an answer

Phase 2: Reasoning strategies—using known information (e.g., known facts, number relationships) to logically determine the answer of an unknown combination

Phase 3: Fluent Retrieval—automatic and accurate production of answers

Baroody, 2006 (more information here)

**Timed tests do NOT measure all components of fluency, only speed and accuracy. It takes the focus away from phase 2, building reasoning strategies, and ultimately creates fast counters and memorizers. If we want fluent kids, we need to give them time to build fluency with strategies.

Classroom Resources:

• Mastering the Basic Math Facts in Addition and Subtraction: Strategies, Activities & Interventions to Move Students Beyond Memorization by Susan O'Connell (all classrooms should have a copy of this resource. All Print Resources from Mastering the Basic Facts Addition and Subtraction: folder).

• Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5 by Sherry Parrish (all schools should have at least one copy of this book) number strings to build strategies JAMBOARDS for Number Talks here

• Math Running Records inventory forms, Dr. Nicki Newton, https://www.mathrunningrecords.com/#mmr-templates

• Developing Computational Fluency Handout

• Math Flip Cards- like mini number talks on printable cards and website has them in Google Slides.

• Addition and Subtraction Fact Strategies from Wichita Public Schools

Research:

Assessing Basic Facts Fluency by Gina Kling and Jennifer M. Bay-Williams, NCTM April 2014, Vol. 20, Issue 8

https://www.asdn.org/wp-content/uploads/AssessingBasicFacts-Article-tcm2014-04-488a-1-Kling-Bay-Williams.pdf

Baroody, Arthur. (2006). Why children have difficulties mastering the basic number facts and how to help them. Teaching Children Mathematics. 13. 22–31.

Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, co-founder youcubed & Amanda Confer, Stanford University Updated January 28th, 2015

https://www.youcubed.org/evidence/fluency-without-fear/

Math Fact Fluency by Jennifer Bay-Williams and Gina Kling, Chapter 1. The Five Fundamentals

http://www.ascd.org/publications/books/118014/chapters/The-Five-Fundamentals.aspx