Are you looking for activities for fact fluency assessment & learning? This is the episode for you. We’ll chat about how activities for fluency can improve students flexibility and accuracy with math facts.
In this episode we’ll chat about:
- a clear definition of what fluency is in the classroom
- how to build fact fluency without tests & worksheets
- activities for fluency that actually work
Check out episode 39 Math Talks https://monamath.com/podcast/39/
Visit my Instagram @HelloMonaMath for pictures & in real life examples of fluency in action
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Want to read more about Fact Fluency?
Do you know all your facts?
No seriously, if I started saying facts do you know them all? You probably do because you’re a great math teacher… me on the other hand. The answer is kinda. I have strategies that I could figure them out, but I never really moved on from the counting strategy for many of my multiplication and division facts. Yikes!
At some point we want our students to commit their facts to memory. After repeated practice with models and strategies to help them understand and see, we want our students to just know that 4×5 is 20 or harder that 6×8 (this is one I don’t automatically know, embarrassing… but this is why it’s SO important) its 48. 6×8 is 48
However, we don’t want rote memorization for the sake of memorization. This is not an episode accuracy and speed. I don’t suggest those as the main focus of your students fluency. Instead. Let’s define fluency…
Based on the work of MANY smart people… we know that fluency is flexible, efficient, and accurate. Much more than get the answer fast. So, how can we help our students develop flexibility in their fact knowledge, while also being efficient and accurate.
The thing is, we can’t just make this happen for students. It develops over time just like learning to read and write. Our students will learn a bit each day or week. They will understand the associative property and learn a whole set of facts! But that might not happen until they’ve had lots and lots of exposure to models and math discussions of those models. Then, one day they will start to use it in their own solving and see it works efficiently and is accurate… and then they will add it to their tool belt for the future.
I don’t want you to think that just because students practice flash cards over and over again that’s enough. It’s not. Students have to work out the strategies to understand how the numbers go together or are broken apart to understand the fact before they can commit it to memory or get the answer efficiently.
NCTM Principles and Standards for School Mathematics states, “Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently.
That means students need to have methods to compute… they don’t have to have their facts memorized. We want them to be flexible in choosing a method that will get them the answer more efficiently. Most importantly, we want students to be able to explain their method. When you can describe something then you actually know it. If you’re just doing it because you memorized it or following steps you were told to do, then you don’t know it… you know the steps.
Here’s an example: Inside of my curriculum workbook were a few review addition and subtraction facts at the start of the unit. I asked students to do them and watched as they solved. One 3rd grader starting using her fingers to solve 8+9. I asked, “What do you know that could help you?” She looked up at me and said… “Oh! I gotta make a ten” It’s 17. I took one from the 8 and made a ten. That was way easier. This example shows exactly what we want our students to do– solve efficiently, flexibly use strategies to get accurate answers. However, she needed a prompt and nudge. She doesn’t need a sheet of practice problems on the +9 facts. Instead, she needs more opportunities to explain her thinking, apply it and describe HOW her strategy is efficient. Maybe even critique the reasoning of her peers.
But how do you do this in the classroom?
- Use number talks (episode from Jan 30th, I’ll link it below) https://podcasts.apple.com/us/podcast/39-lets-talk-math-talks/id1594635190?i=1000597253445
- Give students time to discuss their strategy, consider other strategies and critique ther reasoning of others. Keep the conversation focused on strategies and efficiency.
- Use models and manipulatives to help students “see the facts”. In order for students to move to symbolic representations they must have experience manipulating and drawing. Make time for this.
- Avoid pages of fact practice… it creates anxiety and pressure around learning facts and puts the emphasis on accuracy and loses the flexibility and efficiency piece
In my classroom…
I help students own their math learning of facts and fluency. We have individual practice time each day where students use a computer program like math fact lab or reflex math. We also have several different ways to practice facts (worksheets, brochures, games).
Students “opt in” to a test when they are ready. So, students will say I know all my 6 facts for multiplication. I’m ready for a test. The test I give them has 10 or less questions. A few with a model that they write a number sentence to match. 6 to 8 multiplication facts to answer. Multiples to record. Word problems to write a number sentence to match. A number sentence that they write a word problem to match.
Is this testing a bit more than their fluency, yes. However, this gives me a more holistic view of what they know and can do in terms of flexibility, efficiency and accuracy.
Once they take it I return it to them with feedback– mostly just a quick conference ont their strengths and what they need to work on. If they pass they get a “medal” that has the fact family on it… the “6s’ ‘ medal. They absolutely love this little recognition and can collect all their medals until they finish all the facts and get an actual metal metal!
If you want to check out what these assessments look like check out my instagram stories where I’ll be posting an image of them. I’ll also put a link to the multiplication & division tests, well system in the show notes in case you’re looking for an assessment system for your students. https://www.teacherspayteachers.com/Product/Fluent-in-Math-Multiplication-Division-8055560
Wrapping up this chat today, let’s remember that fluency means flexibility, accuracy and efficiency. Students won’t achieve that by memorizing answers or steps. Give your students a variety of experiences in math to practice their strategy flexibility. Ensure they use manipulatives or drawings to build their conceptual understanding before they memorize or solidify a fact. Consider creating or using a system where students take the lead on their learning through goal setting, practice, and assessment.
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