Mastering the Basic Math Facts- Part 2
Our Math PLC We will continue 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?