Applying Basic Facts Unit of Study 3: Basic Facts and Relationships Global Concept Guide: 4 of 4

Content Development  Building fluency by applying strategies....“A simple activity that is useful is to prepare a list of facts selected from two or more strategies and then, one fact at a time, ask students to name a strategy that would work for that fact. They should explain why they picked the strategy and demonstrate its use. This type of activity turns the attention to the features of a fact that lend it to this or that strategy.” (Van de Walle, 2006)  By the end of the year, students should be fluent in facts for numbers  Contextualization is the ability to apply meaning to an equation. Students will demonstrate their ability to contextualize information by creating story problems to match equations.  In order for students to be successful on performance tasks the teacher needs to model how to explain mathematical thinking in written form and provide opportunities for students to practice explaining their thinking in written form.  Strategies for Assessing Fluency Strategies for Assessing Fluency

Addition Properties According to the standard~ MAFS.2NBT.2.9- Explain why addition and subtraction strategies work, using place value and the properties of operations. Two properties of operations that students should be using are: Associative property- grouping addends together to make the addition more efficient ~ Strategies that support the associative property are doubles +/- 1. Commutative property- switching the order of the addends to make the math more efficient. A strategy that supports this is adding with the greater number first. If I have 2 + 8= I would use the commutative property and solve using 8+2 because it is more efficient to start with 8 and add 2. Students should be able to explain the properties but do not need to know the names of the properties.

Day 1  Essential Question: How can I use strategies to increase fact fluency?  Encourage student-to-student discussion about why students chose a particular strategy and how they applied the strategy. Empower students to challenge and question each other about efficient strategy choices. (Refer to the discussion starters in the First 9 Days of Math.)  Sample engage problems: Go Math Lesson 3.2 – p. 127 On Your Own #10-21, select specific problems for students to solve and facilitate discussion where students identify what strategy they used to solve (doubles, doubles plus one, make a ten, commutative property) and Problem Solving p. 128 #  Select students to share based on their strategy choice. Multiple strategies may be used to solve the same problem. Use this opportunity to discuss strategy choice and efficiency in solving the problem.  Ship Captain Crew Game may be used to develop fact fluency. Ship Captain Crew Game  Balance Roll Game helps demonstrate different ways to decompose numbers with emphasis on equality within an equation. This game should be used for students who have already demonstrated basic fact fluency. Balance Roll Game  Number Balance helps students compose various numbers with emphasis on equality within an equation. This game should be used for students who have already demonstrated basic fact fluency. Number Balance  By the end of Day 1, students should have developed a foundation for strategy choice with the goal of being fluent in addition/subtraction facts for numbers 1-20 at the end of second grade.

Day 2  Essential Question: How can I write a word problem to match a number sentence?  A student’s true understanding of the meaning of an equation is demonstrated in their ability to accurately construct a word problem representing a number sentence. The equation can be thought of as a headline of a newspaper and the word problem considered the related story. The headline is a condensed version of a story just as an equation is the condensed version of a word problem. Click for more information about Headlines.Headlines  Promote discussion about the relevant quantities in a story problem and how operations (addition and subtraction) can be represented within the context of a story problem. Also, facilitate discussions about how different word problems can match the same number sentence.  Sample engage equation: = ____  Allow students to work together to create a word problem matching this equation.  Sample classroom chart:

Day 2 continued  Use discussion and direct modeling to ensure students’ word problems match the given equation. Some students may use the correct numbers, however, the actions in the story may not match the operation.  It is important to expose students to varied equations for which to generate problems. Emphasize different problem structures (start, change, and result unknown) and using the equal sign to the left of the operation to be performed. (4 + __ = 12, 5 = 6 - __, __+ 7 = 13, 12 = __ + 4, 13 - __ = 6.  Family Stories is an opportunity for students to match equations to pre- written story problems. Family Stories  Use Balance Roll Game for students who are ready to create more complex word problems. For each equation rolled, students will create a related word problem.Balance Roll Game  By the end of Day 2, students will be able to contextualize equations in the form of word problems.

Day 3  Essential Question: How can I apply all of my strategies to become more fluent in addition and subtraction facts?  This day should be used for independent and small group practice. The following games are a great way to build fluency in addition and subtraction facts. Family Stories – matching equations to story problems. Family Stories Balance Roll Game – game to balance equations, conceptualize concept of equality. Balance Roll Game Ship Captain Crew Game – game to practice facts. Ship Captain Crew Game  Make sure students are justifying their strategy selection both orally and in writing.  Go Math Lesson 3.5 – p. 139 On Your Own # 10-21, select specific problems for students to solve and facilitate discussion where students identify what strategy the used to solve and Problem Solving p. 140 #  By the end of Day 3, students should be able to select appropriate strategies in order to solve addition and subtraction facts efficiently.

Day 4 Enrich/Reteach/Intervention  Day 4 should be used for differentiated instruction. Use anecdotal records from Days 1-3 to form needs based groups. Reteach  The teacher may pull small groups of students that need reteaching of strategies while other students are working on fluency activities in small groups. Students may need to go back to direct modeling of strategies with manipulatives (e.g. counters) to build understanding.  Triangle flash cards may be used to help students understand decomposing numbers. Triangle flash cards  Go Math Lesson 3.2 – p. 127 has additional equations. Have students identify and justify their strategy choice. Enrich  Have students write word problems for number sentences that combine operations and require a multi-step word problem. For example = 16  Students may use Balance Roll Game to create equations and write word problems. Balance Roll Game  TE p. 153B Enrich