SALTA 4th grade

Fluency is more than memorizing facts or procedures! It is the ability to apply procedures accurately, efficiently, and flexibly. The mathematical teaching practice of Building procedural fluency from conceptual understanding states that, “e ffective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems ” (NCTM, 2014) . Mastery of basic facts fluency means that a student can give a quick response without resorting to non-efficient means, such as counting (Van De Walle, 2004).

Approved Resources and Supports for Skill-Based Instructional Time

Time Allocation for High Quality Implementation For maximum results, students need to reach “Green Light” 3 -5 days a week. To get to green light should take from15-20 minutes based on the student

Targeted Skill

Critical Components of Instruction

Grade Level(s)

Intervention

Intervention Description

Basic Fact Fluency

2-5 Reflex

Reflex is and adaptive, individualized program that supports students of all abilities to develop fluency through fact families with their basic facts in addition, subtraction, multiplication and division. Reports are embedded into the Reflex site to monitor progress

• Build understanding around facts using concrete models and representations • Teach effective strategies: Fact Families, One-More-Than, Two-More- Than, Doubles, Make-Ten Facts, Zeros and Ones, etc. • Teach students to use their knowledge of properties, such as commutative, associative and distributive to derive facts in their heads • Dedicate a center during skill-based time where students roll dice, pick up two number cards or ten frames, pull number sticks or use dominoes etc. to compute facts.

K-2

Teaching Tool 3&4 Number Cards (enVision 2.0) Teaching Tool 14-18 Ten Frames (enVIsion 2.0) Teaching Tool 26 1 More, 1 Less (enVision 2.0)

In grades K-2, students are building conceptual understanding of the basic facts through the use of manipulative and mathematical representations.

Daily instruction should be building a foundational understanding for basic facts.

• *Timed tests do not teach strategies

Computation is a very important part of the standards and curriculum, specifically in grades 2-5 as student move from adding two-digit numbers in second grade to dividing fractions in fifth grade. Rather than a single method to solve a problem, the most appropriate methods can and should change flexibly as the type of numbers and the standards change. The

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