$100.00

This unit employs multi-learning channels -modes of input and output- to practice recall of math facts at a speed deemed to be fluent, which is defined as a range of accuracy and rate of response employed by proficient users. At the outset the learner is guided through a series of placement exercises to determine their strengths as well as the skills which they need to practice to obtain fluency. Once fluent with their math facts performers make fewer errors on advance operations of carrying, borrowing, fractions, and percentages and are better able to retain those facts over time.

When you order this product, you will be provided with a link to download a PDF version of the product. You WILL NOT receive a printed version of the product. You can print out your copy using the PDF file. In fact, you can print only the pages you need, when you need the pages. 

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Description

Addition & Subtraction Facts:
A Multi-channel Approach with Flash Cards – Teacher’s Manual

Building a strong foundation of fluent math facts allows students to readily acquire more sophisticated math skills, without being overwhelmed during new instructions and practice. At the HLC we know that achieving math facts fluency is easier when students us a multi-channel approach to practice.  This unit, and its companion for addition and subtraction, includes flash cards for see/say-do and see/sort practice, racetracks for see/say answers, math facts sheets for see/say, see/write/ and hear/say activities, as well as exercises which teach  addition and subtraction as the inverse of each other.

Fluency in math facts allows students to readily acquire more sophisticated math skills, without being overwhelmed by basic math facts and simple computations.

Conversely it should be noted that lack of math fact fluency can impede the acquisition and retention of high level math skills and can also negatively influences the learners attitude towards the practice of those skills.  This unit has been constructed with an eye towards optimization of precious practice time, while engendering a desire for more practice.  It employs achievable chunks, units of material which balance learners strengths and needs, to insure that growth is a key motivational element of further practice.  If a task is too difficult the learner resists and if it is too easy disinterest ensues. The optimal balance occurs when both accuracy and frequency improve at the appropriate rate and there is continual feedback of that success to the practitioner.

Practice needs to be measured for purposes of motivation; the accuracy and speed of performances are recorded with the results being made immediately available to both practitioner and coach. Improvement, which is incremental, and might go unnoticed, will become apparent allowing the learner to climb a motivational ladder on the rungs of their personal bests. To facilitate this dynamic between challenge and achievability and provide immediacy of feedback that motivates further practice these units have been closely integrated with Precision Teaching.

With Precision Teaching a student is timed on specific tasks until he/she can perform a certain amount accurately within a specified amount of time.  Timings are usually one minute, but frequently range from ten seconds to ten minutes.  We record a student’s performance on a Standard Celeration Chart which gives a “learning picture” to the teacher and student, enabling them to make decisions about the student’s learning program.

The goal of timed practice is to build fluency which ensures a student permanently retains the skills taught (retention); can perform them for extended periods of time (endurance); and can easily apply them to new learning situations (application).

These  practice materials for Addition and Subtraction Facts have been designed and implemented successfully using Precision Teaching.  When you employ Precision Teaching in practice sessions, your students and you will have fun learning, enjoy joint decision making and achieve learning success.

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