Leveled Program Overview

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Objective

Students will be able to fluently multiply numbers from 0 to 12.

Big Idea

Working towards the X!

Where to Start

After struggling all year using a leveled program that did not work for my students, I decided to create my own.  What you see in the next twelve lessons is the product of a lot of thought, creation, and research. 

The leveled program is designed to build fluency in student’s understanding of multiplication facts.  Although fluently multiplying facts up to 100 is a third grade skill, my students still struggle with it in fifth grade.  Since it is not part of the fifth grade standards I really don’t have the luxury of spending a lot of time daily on fact fluency.  I have to get to higher concepts such as multiplication of multi-digit numbers using the standard algorithm, division of a four digit dividend, adding and subtracting fractions with unlike denominators, and volume.  All of these concepts are difficult to teach if students have not mastered their basic multiplication facts. 

So, I took a look at what I was using for multiplication fluency, Otter Creek or Rocketmath, and looked at what I thought students were struggling with.  I felt that there was no real connection from level to level.  Then I started researching, alright, what is a logical progression for introducing facts.  What I came up with was the basis for creating this leveled program. 

I started with 0’s and 1’s.  They are simple enough to explain and understand. Next went into the twos which led to fours and then led to eights. Fours are just twos doubled and eights are just fours doubled. The next step was introducing fives, tens, and elevens.  Once those were accomplished I moved on to threes, sixes, and nines.  Finally, on to the sevens and twelves. 

By using this scheme for my leveled system, most of the facts in the higher levels are already covered in the lower levels.  For example, by the time I get to the level that includes sevens, I have already learned, 7x1, 7x2, 7x4, 7x8, 7x5, 7x10, 7x11, 7x3, 7x6, and 7x9.  So the only two facts that had to be learned once I got to the seven level(which is level T in my system) the students only had to learn 7x7 and 7x12. 

Levels

Levels

A: facts with a factor of 0 and 1

B: facts with a factor of 2

C: facts with factor of 0, 1, 2

D: facts with a factor of 4

E: facts with a factor of 0, 1, 2, 4

F: facts with a factor of 8

G: facts with a factor of 0, 1, 2, 4, 8

H: facts with a factor of 5

I: facts with a factor of 0, 1, 2, 4, 5, 8

J: facts with a factor of 10

K: facts with a factor of 0, 1, 2, 4, 5, 8, 10

L: facts with a factor of 11

M: facts with a factor of 0, 1, 2, 4, 5, 8, 10, 11

N: facts with a factor of 3

O: facts with a factor of 0, 1, 2, 3, 4, 5, 8, 10, 11

P: facts with a factor of 6

Q: facts with a factor of 0, 1, 2, 3, 4, 5, 6, 8, 10, 11

R: facts with a factor of 9

S: facts with a factor of 0, 1, 2, 3, 4, 5, 6, 8, 9, 10, 11

T: facts with a factor of 7

U: facts with a factor of 0-11

V: facts with a factor of 12

W: facts with a factor of 0-12

X: facts with a factor of 0-12

Organization

I recommend getting a bin with hanging file folders to keep copies of the timed tests.  I make copies in advance of all levels and keep them stored in the bin. 

When it is time to take the timed test, I have the students get out their own test.

As far as coping goes, I copy the timed tests single sided.  The one minute tests are two tests per page so I cut them in half before storing them in the bin.

In my classroom I spend about five to ten minutes a day on fact mastery.  I do the timed tests on Monday, Wednesday and Friday.  I only administer the two minute tests on Fridays.

Typical week in the classroom look like…

  • Student 1
    • Monday: begins practicing level A
    • Tuesday: practicing level A
    • Wednesday: takes level A test(1 min), passes, begins practicing level B
    • Thursday: practicing level B
    • Friday: takes level B test(1 min), fails, continues practicing level B
    • Monday: takes level B test(1 min), passes, begins practicing level C
  • Student 2
    • Monday: begins practicing level J
    • Tuesday: practicing level J
    • Wednesday: takes level J test(1 min), passes, begins practicing level K
    • Thursday: practicing level K
    • Friday: takes level K test(2 min), fails, continues practicing level K
    • Monday-Thursday: practices level K
    • Friday: takes level K test(2 min), passes, begins practicing level L

The activities provided are meant to be used as quick practice in the classroom and at home.  I ask my students to practice their facts at home every night for at least ten minutes.  They can practice alone or with a family member.

 

Timed Testing

The timed tests are for the most part designed to be one minute tests with forty problems.  As you get higher in the levels, some tests become two minutes with sixty problems.

For each new fact introduction, there is a timed test on just the new factor.  The following test then incorporates the new factor with all the previous factors mastered.

This is a break down of the levels including the number of problems, time of test, and factors included. 

A: 40 problems, 1 minute, products of 0 and 1

B: 40 problems, 1 minute, products of 2

C: 40 problems, 1 minute, products of 0-2

D: 40 problems, 1 minute, products of 4

E: 40 problems, 1 minute, products of 0-2, 4

F: 40 problems, 1 minute, products of 8

G: 40 problems, 1 minute, products of 0-2, 4, 8

H: 40 problems, 1 minute, products of 5

I: 60 problems, 2 minutes, products of 0-2, 4-5, 8

J: 40 problems, 1 minute, products of 10

K: 60 problems, 2 minutes, products of 0-2, 4-5, 8, 10

L: 40 problems, 1 minute, products of 11

M: 60 problems, 2 minutes, products of 0-2, 4-5, 8, 10-11

N: 40 problems, 1 minute, products of 3

O: 60 problems, 2 minutes, products of 0-5, 8, 10-11

P: 40 problems, 1 minute, products of 6

Q: 60 problems, 2 minutes, products of 0-6, 8, 10-11

R: 40 problems, 1 minute, products of 9

S: 60 problems, 2 minutes, products of 0-6, 8-11

T: 40 problems, 1 minute, products of 7

U: 60 problems, 2 minutes, products of 0-11

V: 40 problems, 1 minute, products of 12

W: 60 problems, 2 minutes, products of 0-12

X: 100 problems, 5 minutes, products of 0-12

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