Before we get started… How does your district define fluency in mathematics? Please type your response in the chat box.

Webinar Series Outcomes Know recommended practices for students struggling to learn math Access math intervention research and resources Connect with practitioners across the state Create a plan to improve your school's math interventions

Alignment with the Schoolwide Implementation Review (SIR) For instruction at the SELECTED and INTENSIVE level, we… Provide interventions in addition to the universal curriculum for students not meeting benchmarks Use evidence-based interventions for students not meeting benchmarks Provide interventions relevant to the cultural beliefs, practices, and experiences of our students not meeting benchmarks For more information about the SIR, see -> Self Assessment tools ->

Webinar Series Topics October Overview and Screening February Systematic planning November Motivational Strategies March Fact fluency December Intervention content April Monitoring progress January Use of visual representations May Next steps / networking

Emmy Noether “My [algebraic] methods are really methods of working and thinking; this is why they have crept in everywhere anonymously”

What the research says How it looks in practice Reflection & resources Q&A Agenda

Today’s featured practice Interventions at all grade levels should devote about 10 minutes in each session to building fluent retrieval of basic arithmetic facts.

Elements of Fluency Efficiency Accuracy Flexibility

Developing Fluency

Required Fluencies in K-5 GradeStandardRequired Fluency KK.OA.5 Add/subtract within 5 11.OA.6 Add/subtract within OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within NBT.4Add/subtract within 1,000, NBT.5Multi-digit multiplication Achieve the Core

GradeStandardRequired Fluency 66.NS.2,3 Multi-digit division Multi-digit decimal operations 7 7.NS.A.1,2 7.EE.B.3 7.EE.B.4 Fluency with rational number arithmetic Solve multistep problems with positive and negative rational numbers in any form Solve one ‐ variable equations of the form px + q = r and p(x + q) = r fluently 8 8.EE.C.7 8.G.C.9 Solve one ‐ variable linear equations, including cases with infinitely many solutions or no solutions Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi ‐ step problem solving in grade 7 Required Fluencies in 6-8

Recommended Fluency for High School Achieve the Core

How to carry out this recommendation Provide about 10 minutes per session of instruction to build quick retrieval of basic arithmetic facts. Teach students in grades 2 through 8 how to use their knowledge of properties, such as commutative, associative, and distributive law, to derive facts in their heads. For students in kindergarten through grade 2, explicitly teach strategies for efficient counting to improve the retrieval of mathematics facts.

For students in kindergarten through grade 2, explicitly teach strategies for efficient counting to improve the retrieval of mathematics facts. Strategies are: Counting Up Building on what you already know Immersing them in commutative property of addition Is your instruction explicit and systematic? Are you using visual representations?

Provide about 10 minutes per session of instruction to build quick retrieval of basic arithmetic facts.

Teach students in grades 2 through 8 how to use their knowledge of properties, such as commutative, associative, and distributive to derive facts in their heads. 17 x 9 =

Timed Tests Memorization Isolated Topics Good = Fast Timed Tests Memorization Isolated Topics Good = Fast Digging Deeper into Fluency

Resources

What the research says How it looks in practice Reflection & resources Q&A Agenda

Today’s featured presenters Lori Williams, PhD Manitowoc School District Math Specialist Kenneth Davis DPI Mathematics Consultant

What the research says How it looks in practice Reflection & resources Q&A Agenda

Resources

What the research says How it looks in practice Reflection & resources Q&A Agenda

Upcoming Webinars April 20 May 17

Featured presenters Lori Williams, PhD Wisconsin DPI Math Consultant Ken Davis, Wisconsin RtI Center Technical Assistance Coordinators Sara Summ, Heidi Erstad, Please complete the exit survey as a way to say thank you to our guest presenters! Thank you for attending!