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Computational Fluency

Learn how to develop computational fluency in students through purposeful computation problems in classroom discussions. Strategies for mental math and efficient fact retrieval help build strong number relationships. Avoid common pitfalls and promote self-improvement.

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Computational Fluency

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  1. Computational Fluency

  2. What is Computational Fluency?

  3. Adding It Up The National Academies Press “Procedural Fluency- -skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.”

  4. Priorities in Mathematics

  5. Key Fluencies

  6. Key Fluencies (6-8)

  7. Fourth Grade • M.4.OA.4 fluently add and subtract multi-digit whole numbers using the standard algorithm.

  8. Developing Fluency • Help children develop a strong understanding of number relationships within the operations. • Develop efficient strategies for fact retrieval through practice. • Then provide drill in the use and selection of those strategies once they have been developed. John A. Van de Walle & LouAnn H. Lovin

  9. From Memory ≠ Memorize M.2.OA.2 fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers. M.3.OA.7 fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations and by the end of Grade 3, know from memory all products of two one-digit numbers.

  10. Fifth Grade • M.5.NBT.5 fluently multiply multi-digit whole numbers using the standard algorithm.

  11. Number Talks http://books.google.com/books?id=p4B9F1u2T4kC&printsec=frontcover&dq=number+talks&hl=en&sa=X&ei=6EPXT_v4Nsbx0gGsx8CkAw&ved=0CDUQ6AEwAA#v=onepage&q=number%20talks&f=false

  12. Number Talks • Number talks are short conversations centered around purposefully crafted computation problems.

  13. Strategies

  14. Key Components Number Talks • Classroom environment and community • Classroom discussions • The teacher’s role • The role of mental math • Purposeful computation problems

  15. Classroom Environment Quiet Thumbs Up Me Too Strategy—Quiet Thumbs Up Me Too!

  16. Number Talks in Action • Select several problems for the participants complete as a number talk.

  17. Create Number Talks • Create Number Talks for the first week of school. • Practice with a partner.

  18. Teaching Basic Facts What to do--- WhatNOTto do--- Don’t use lengthy timed tests Don’t use public comparisons of mastery Don’t proceed through all facts all at once Don’t move to memorization to soon Don’t use facts as a barrier to good mathematics Don’t use fact mastery as a prerequisite for calculator use • Ask students to self-monitor • Focus on self-improvement • Drill in short time segments • Work on facts over time • Involve families • Make drill enjoyable • Use technology • Emphasize the importance of quick recall of facts

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