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Project Goal

For years we have wanted our students to memorize their math facts. Somewhere between the memorization of facts and the use of this knowledge to solve problems a disconnect has developed. This project will improve students' addition/subtraction and multiplication/division fact acquisition with research based toolkits (Building Fact Fluency-Stenhouse Publishers) that help students learn math facts by developing deep, conceptual understanding and engage in purposeful real world practice.  

 

How Project Benefits Students

The authors of the Building Fact Fluency Toolkits are Graham Fletcher a math specialist and Tracy Johnston Zager a district math coach. These toolkits provide students with activities to develop deep conceptual understanding of the operations and improve their fact fluency simultaneously. Students are invited to think strategically about the mathematics through multiple, rich, real-world contexts. An example would be learning their four multiplication facts with the context of a peach farm and boxing peaches in groups of four. Along with the context of peaches, the lesson strand includes activities with math tools and learning games.

Another benefit of these toolkits is that they address all seven of the new Mathematical Thinking and Reasoning standards within our new B.E.S.T. mathematic standards.

As the math coach for the Corr Elementary campus, I have the opportunity to be in multiple classrooms to support the mathematics instruction. I would be able to pilot this fluency program at every grade level. This toolkit would be permanently integrated into the math block. It would also give me the opportunity to model for teachers a more effective way to teach fact fluency and move them away from timed fact quizzes that research proves is an ineffective way to acquire math facts.

Each fluency lesson strand is approximately a week in length. For example students would work on the peach lesson strand for their four multiplication facts for five days. The lessons and activities last from 8 - 15 minutes. The lessons could be easily used as an engage at the beginning of the math block or even used in a small group setting. As the math coach for the entire campus, implementation would look different at each grade level. Third grade would benefit from whole group exposure to lessons strands at the beginning of their math block as they are just learning their multiplication facts. In fifth grade it would be more beneficial to use the toolkit with a small group as an intervention for our lower quartile students.  

 

Expected Outcome(s)

These toolkits will benefit at least one class at each grade level and possibly more depending on my schedule. It will also benefit all the teachers on my campus, as they will be able to observe the toolkits in action. Part of my responsibilities as a coach is to model best practices and this resource embodies those practices. My hope is that after my administration sees these toolkits in action they will use future Title I funds to purchase kits for every teacher on our site. Then our entire campus will be using research based activities to help our students improve their acquisition of their math facts thus improving their problem solving skills.  

 

Detailed Cost Summary

The bundle includes two kits - Building Fact Fluency Addition/ Subtraction and Building Fact Fluency Multiplication/Division. It also includes the shipping cost. 

 

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