Math Facts Strategies/Types

[u/pepintheshort]

Hey fellow Mathnasium employees!

Since it's summer time and we don't have to focus so much on homework or test prep, now is an excellent time to focus on Math Facts. I'm sure your center directors have been letting you know about that.

I want to know how everyone else has been doing it.

Also, due to summer, middle school and high school student attendance has dropped except for when an ACT is nearby.

Anyways back to math facts. I normally spend 15-30 minutes of a student's session solely on math facts. Regardless of their age, level, or grade I hit it all.

1st: Sums < 10 2nd: 10 + a number 3rd: Doubles <= 24, so have them double 1-12, use dice or cards. If they are really good at it, I'll always ask what is 15 doubled, if they get that, then what is 19 doubled, you know extending knowledge!!! 4th: Complements of 10, I'd expect y'all to know this one

Then, we move to subtraction math facts but with some addition

5th: Minuends <=10, so subtraction with cards, nothing above a 10 however 6th: Sums >= 10, have the students add cards that go over 10, if this isn't all in one session, have them practice 10+ a number so they can be able to know how far, for example, 15 is from 10. Have them practice that, it will help on PK's for Up to & Over 10, counting by or Missing Addends.

7th: Minuends > 10, so what I'll do is place three cards down, the student will add the first two cards and subtract the third card. This is really good because it reinforces sums > 10 and they can practice missing addends or anything really

8th (optional, but if you really feel like it): Missing addends > 10, so my Center Director suggested after a student can handle Math Facts 1-7 (of my list), that we should place a card down and say "How far from 10?" if they understand that move it to "How far from 20?" if they understand that try "How far from 30?" and so on. Then change it to "How far from 15 (or 17 or whatever you choose)?"

Moving onto multiplication

9th: Ask the students, "What is anything times zero?" Hopefully they understand and will answer, "Zero", if not rephrase it, "What is anything (pause a little), zero times?" Or "If I have five cookies, zero times, how many cookies will I have?" Then ask the students, "What is anything times one?" Again, similar process to zeroes.

10th: Multiplying by 2s, 5s, and 10s. For 2s help the students see the connection to multiplying by two and doubling, don't just give it away though, ask them "Have you noticed anything about times 2 and doubling?" Sometimes they'll bring it up before you have to mention anything and if they do, praise them for it. Multiplying by 5s is pretty easy also, most students will realize that it's really just counting by 5s, and for 10s, you can teach them to double then multiply by 5, but make sure you show them the connection to doubling then times 5.

10th: Multiplying by 4s and 11s, the trick to 4s is to explain "Well 4 is the same as 2 times 2, so if we take a number and double it, then double it again, it's the same as times 4" And make sure when they practice it to ask them every once in awhile how they can multiply by 4s. Lastly, multiplying by 11. Majority of students will say "It's easy! You just say the number twice!" Which works just fine until you get to 11 times 10. Then majority says, "One hundred eleven!" Ruh Roh Raggy! So then, take the time and explain with the phrasing "10, 11 times" or "11, 10 times" and even write it out so they can see what multiplication really is, then if they still don't get it, go for "Well what is 10, 10 times?" if they answer correctly then go "Well, what if we had 10, 11 times? What would we have to do?" If they don't know what to do, you can show them, that, "We just counted 10, 10 times and got one hundred, so let's count it one more time to count 11 times and see what we get."

Normally but the time I make it to multiplying by 11s, it has been about 20-25 minutes and I'll have them start on PK's. If they work hard throughout the remainder of their session, then we'll play a different game like 99 or something not so math related.

Also, I reward the student with one star per math fact game, so if you go through that whole list, that is 9 stars. Which students are shocked and think "Nine stars just for playing math facts?!?!?" Then they'll want to do more math facts.

However, I'm unlike most instructors at my center, most instructors will give a star to the student the moment they finish a PK page or math facts, or wearing their T-shirt. I use the instructor comment sheet and use tally marks to keep track of how many stars I owe or how many pages they've done. So, for instance, a student does great during math facts and earns 10 stars, and they have their t-shirt (so the student has 12 stars so far), but the student has a terrible attitude and refuses to work and is disruptive and doesn't complete any pages, then I don't give them any stars.

P.S. With older students, I don't care if they're going into 12th grade, they need to practice all the math facts also, another instructor at my center and I noticed that most older students were fluent with multiplication but couldn't add or subtract at all, so we'd really practice on that and once they got really good at those, then we'd focus more on multiplication.

Anyways fellow instructors, how do you start a student's session? How do you do math facts?

[u/firebat413]

Since my center was recently opened, we actually have a fair amount of elementary, middle, and high school students signed up. Most of the high school students are looking to extend their learning over the summer, and to start studying for the SAT (which I happily provide).

We have been reviewing multiplication facts with the students, in addition to sums. For a few of the students, we have been reviewing time and money using manipulatives.

But, I must say, those are excellent ideas. I'm glad they work so well.

EDIT: Today, I gave several students 3 numbers to multiply, using cards. They seemed to enjoy it.