Math Fact Fluency: Math Fact Fluency Artifact 1.pdf

 
 
 
Math Fact Fluency Artifact 1.pdf
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.
  • Math Fact Fluency Artifact 1.pdf
  • Math Fact Fluency Artifact 1.pdf
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.
 
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
Similar Strategies
Independent Student Learning
Digital Content Whiteboard Support

Students use their dry erase markers and white boards to jot down notes and work though problems while they work online. This simple strategy supports students in actually working through problems that they may otherwise try to solve in their heads. It also helps students stay engaged on computers for longer periods of time.

 
Feedback Systems
Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 
Routines and Procedures
Heads Together

In the Heads Together strategy, my students huddle in pre-determined teams at the beginning or end of a lesson to discuss a question, give each other advice, or decide on a response collaboratively. I use this quick strategy to give my students consistent opportunities to engage in productive group work throughout each class period.

 
 
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