Instructional Openings

Math Fact Fluency

My students engage in a strategy called Math Fact Fluency for a few minutes each class period. They use a dry erase marker to fill in a blank multiplication table inside a plastic sheet protector according to a specific rule (by 2s, by 5s, etc.). I use this strategy to help my students notice patterns within the multiplication table and to develop a deep conceptual understanding of multiplication.

Strategy Resources (2)
Students In Action
 
 
 
Student Handout
 
 
This is a sample of the blank times tables students complete during a timed fact fluency session to introduce/emphasize fluency, flexibility, and efficiency.
 
Students In Action
 
 
Student Handout
 
 
This is a sample of the blank times tables students complete during a timed fact fluency session to introduce/emphasize fluency, flexibility, and efficiency.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
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Routines and Procedures
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Students self monitoring- At the closing of each session students turns and talk to their neighbor about how their session went, what went well, and what a challenge was. This is done so students have support for their sessions, and so the teacher can visually evaluate how the students feel they are doing. The self monitoring also helps students consider what their next steps should be, as well as offer up suggestions on who to ask for help with certain lessons or who the 'ask an expert' go to would be. 


 
Routines and Procedures
Blended Learning Time-Keepers

This strategy is called Blended Learning Timekeeper. The BL Timekeeper circulates and focuses on looking for students who are moving with urgency and purpose. This strategy emphasizes focus and motivation. Since we implemented this strategy in our class, the students are logging on faster, as they want to be an 'urgency all-star'. 

 
Assessment & Data
Fluid Mastery Rubric

Students self-monitor their understanding by using the Fluid Mastery Rubric.  They monitor their level of understanding of the lesson on a scale of 1 to 4 (1 being least mastered to 4 being most).  Because my students are given the opportunity to reflect and self-monitor their level of understanding of the lesson, I get real-time data on which students need targeted interventions and supports. 

 
 
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