## Mastering the Basic Math Facts- Part 2

**Our Math PLC**

** We will con****tinue to work as a vertically aligned ****professional learning community** (PLC) to:

1.Create a more student-centered math classroom, where students are able to select their own tools to investigate math concepts.

2. Add to our professional toolkit, strategies that we may use to differentiate instruction.

**Requirements**

We will answer two questions and then comment on at least 2 of the posts made by members of our PLC.

In responding to posts, we will clearly state which aspect of our peer’s comments resonated with us and then add additional insights/examples either from the text or classroom experiences.

*We will earn 16 professional development credits for the book study.*

**Week 4 – July 2-8**

**Chapter 3 – Zero**

**W4Q1:** After reading chapter 3, whether you teach kindergarten or fifth grade, how would you justify the importance of zero in our number system to our students?

**Chapter 4 – Adding Ten**

**W4Q2:** Why is adding ten an important foundational skill?

**W4Q3:** What visual tools might help students better understand +10 facts?

**W4Q4:** Why are so many activities in the book focused on partner discussion? What are the benefits?

**Week 5 – July 9 – 15**

**Chapters 5 & 8 – Doubles and Using Doubles**

**W5Q1:** In what ways will visual experiences help simplify doubles facts? What tools provide effective visuals of doubles?

**W5Q2:** How might using the terms double and half support or confuse students?

**W5Q3:** How might you assess fluency for students who struggle with written Fact Checks?

**W5Q4:** How might you differentiate tasks for different levels of learners to help them use their doubles facts or doubles +1 or doubles +2?

**Week 6 – July 16 – 22**

**Chapters 6 & 7 – Making Ten and Using Tens**

**W6Q1:** What games and practice activities might help support automaticity of making and using ten?

**W6Q2:** How will students’ understanding of tens or the power of ten support them with more difficult facts/tasks?

**W6Q3:** What activities would be good choices for math fact centers/stations/tubs? Why?

**W6Q4:** What is the role of language in developing math fact strategies?