Melinda Emmett

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WEEK 7 FOLIO ENTRY:

Content Area: Development of fluency with basic facts

Key ideas:

 Basic facts are equations where both factors are less than or equal to 10. This is

associated with addition, subtraction, multiplication and division (Van de Walle et al.,

2015).

Phases:

1) counting strategies: counting with objects or verbally to find an answer. Eg. 5+3=___

student starts at 5 and verbally counts up, 6, 7, 8.

2) reasoning strategies: Using known information or strategies to find the result. Eg.

Children know 5+5=10, 5+6= , so 1 more must be 11 (using ten facts and bear doubles) (Van

de Walle et al., 2015; Wright, Zevenbergen, & Dole, 2004).

3) mastery: Accurately and quickly producing the product. 5+6=11. Mastery depends on

understanding the reasoning strategies (Sexton, 2016).

 Fluency involves students being able to recall facts efficiently and correctly. They are

able to choose an appropriate method when asked questions to achieve the correct

result. This can involve manipulating expressions and equations (VCAA, 2015).

Teaching strategies

 Today’s target number is ___ a short activity that can be implemented at the

beginning of each day. Categorizing by meeting the target through adding 2/3

numbers, subtracting, multiplying and dividing etc, flexible to the year level (Sexton,

2016).

 Promote “think addition” for subtraction facts and “think multiplication” for division

facts (Van de Walle et al., 2015). Eg. 10-7=? I know 7+3=10 therefore 10-7 = 3.
Melinda Emmett
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 Using arrays and doubles to address the similarity between adding doubles and

multiplying by 2. 6+6=12 and 6x2=12 (Van de Walle et al., 2015).

Learning activities

 Activities that develop counting and reasoning strategies:

 Making 10. Using a ten frame and counters in partners. Place a number of counters on

the ten frame. Ask “how many to equal ten?” or “what goes with __ (6) to make 10?”

(Van de Walle et al., 2015, p. 227; Wright et al., 2004).

 Story problems help master basic facts as they provide context, helping understand the

situation for all learners including EAL learners (Van de Walle et al., 2015).

 Skip counting and pattern creating through the use of a one hundred board and counters

noticing the patterns that reoccur (Wright et al., 2004).

Links to the Victorian Curriculum

 Level 2: “Solve simple addition and subtraction problems using a range of efficient

mental and written strategies (VCMNA107). Becoming fluent with a range of mental

strategies for addition and subtraction problems, such as commutativity for addition,

building to 10, doubles, 10 facts and adding 10. Modeling and representing simple

additive situations using materials such as 10 frames, 20 frames and empty number lines”

(VCAA, 2015, p. 19).

 Level 3: “Recall multiplication facts of two, three, five and ten and related division

facts (VCMNA134). Establishing multiplication facts using number sequences. Using

strategies to recall the multiplication and related division facts for the twos, threes,

fives and tens” (VCAA, 2015, p. 24).

Melinda Emmett
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Implications for future teaching

 Only use the word ‘Sum’ when completing addition equations that equal more than

10.

 It is ineffective to learn facts by memory as students wouldn’t learn flexible strategies

to find the answer to sums, where students “continue to count by ones” (Van de Walle

et al., 2015, p. 220).

 Avoid doing timed tests as they don’t assess the elements of fluency. The pressure of

being timed promotes negativity towards mathematics. They don’t help students

master their facts therefore not being a meaningful experience (Van de Walle et al.,

2015).