Helping Children Master the Basic Facts

3 Steps to Master Basic Facts  As a teacher, you must help children: Develop an understanding of number ________________________________ Develop an understanding of number ________________________________ Develop and practice _____________ strategies for fact retrieval Develop and practice _____________ strategies for fact retrieval Story problems in contextStory problems in context By providing practice in using and selecting appropriate strategies By providing practice in using and selecting appropriate strategies Drill vs. _____________________Drill vs. _____________________ Should understand _____________before drillingShould understand _____________before drilling

Addition Strategies  One-More-Than and Two-More-Than Facts  Facts with Zero   Near-Doubles   Doubles Plus Two, or Two-Apart  Make-Ten Extended   Ten Frame Facts

Subtraction Strategies  Subtraction as ______________________ Subtraction Facts with Sums to 10 Subtraction Facts with Sums to 10  Sums Greater than 10 Build Up Through 10 Build Up Through 10 Back Down Through 10 Back Down Through 10 Extend Think-Addition Extend Think-Addition

Multiplication/Division Strategies  Doubles   Zeros and Ones   Helping Facts Double and Double Again Double and Double Again Double and One More Set Double and One More Set Half then Double Half then Double Add One More Set Add One More Set  Division Facts and Near Facts

Effective Drill  When and How to Drill Student must have efficient strategy for facts Student must have efficient strategy for facts Allows students increased _______________ Allows students increased _______________ Individualized Individualized Encourage students to select the best strategy Encourage students to select the best strategy

Base-Ten Concepts and Place Value

Place Value  Children’s Pre-Base-Ten Concepts No understanding of ____________________ No understanding of ____________________ Counting is tied to __________________________ Counting is tied to __________________________  Goals of Place Value Development  Integration of Groupings with Words and Notation  Integrating Base-Ten Groupings with Counts by Ones Unitary Unitary Base-Ten Base-Ten Equivalent Equivalent  Role of Counting Counting by Ones Counting by Ones Counting by Groups and Singles Counting by Groups and Singles Counting by Tens and Ones Counting by Tens and Ones

Place Value (cont.)  Models Groupable Models Groupable Models Pregrouped Models Pregrouped Models  Developing Place-Value Concepts Grouping Activities Grouping Activities Strangeness of Ones, Tens, and Hundreds Strangeness of Ones, Tens, and Hundreds Equivalent Representations Equivalent Representations

Place Value (cont.)  Oral Names Two and Three Digit Names Two and Three Digit Names Use base ten languageUse base ten language Written Symbols Written Symbols Hundreds ChartHundreds Chart

Helping Children with Money  Common Skills for Primary Grades Coin recognition and values of coins Coin recognition and values of coins Quantities without countable objectsQuantities without countable objects Focus on _____________________________Focus on _____________________________ Using the values of coins Using the values of coins Counting sets of coinsCounting sets of coins Equivalent collections of coinsEquivalent collections of coins Selecting coins for a given amountSelecting coins for a given amount Making changeMaking change