For several months, I’ve been on a CGI math journey. (For more information on my CGI math journey, check out a few of my previous posts: https://pinaroseeducation.com/2021/01/30/cgi-math-book-study-part-1/ https://pinaroseeducation.com/2021/03/01/its-not-really-about-the-numbers-cgi-math-book-study-part-2/ https://pinaroseeducation.com/2021/03/15/cgi-book-study-analyzing-student-work/). As with many adventures, I find myself developing more questions as I go along. One question that’s been following me everywhere on my journey is, “What do we do about math facts?” For as long as I can remember, memorizing our addition/subtraction and multiplication/division facts has been an integral part of learning math. As my CGI journey continues, I struggle with finding the right time and place in a math lesson to address math facts. However, I think I may have finally figured out a way to make sure my students are developing automaticity with their math facts.
CGI math lessons often begin with a warm-up game or activity. Students are given the opportunity to notice patterns and to develop mental math skills, as well as developing the language and vocabulary to describe their thinking to their peers. It’s one of my favorite parts of the CGI lesson structure! This part of the lesson structure could be a place to address automaticity. However, I’m discovering that it’s just not enough practice. Even when students are given the opportunity to practice math facts independently with center games and activities, I still see students using their fingers or checking a times table sheet for their math facts. This isn’t going to help them develop automaticity. It’s time to call in the reinforcements.
Parents and caregivers ask all the time, “How can I help my child?” Often, I find myself not really knowing what to tell them. I don’t want to make them feel like they have to recreate my lessons. But, I can also see their genuine desire to help their child become a stronger scholar. I needed to give my students’ parents and caregivers tasks that make a difference, but don’t take up too much of their time or energy. A task that parents can accomplish that helps the student (and the teacher) is to practice math facts at home! Just like reading to a child daily, practicing math facts daily can make a huge difference in a child’s abilities. Developing this automaticity frees up the child’s brain to tackle more complex reasoning skills and strategies in the classroom. Parents and caregivers play an integral role in helping students to develop this automaticity, and, by default, play an integral role in helping that student succeed in developing reasoning skills and strategies.
One quick way that parents can help students to develop math fact automaticity is with flashcards. They can make their own or purchase an inexpensive set. They can play games with the flashcards or just simply drill them. But, the consistent exposure to the math facts will slowly but surely get students to achieve automaticity. As we are quickly approaching the end of the current school year here in the United States, this is the perfect time to help parents and caregivers develop a summer vacation plan for keeping up student skills for next year. If you’re looking for some easy resources to share with your students’ families, I have flashcards available in my TpT store for both addition/subtraction and multiplication/division. https://www.teacherspayteachers.com/Product/Math-Facts-in-a-Flash-MultiplicationDivision-6877624 https://www.teacherspayteachers.com/Product/Math-Facts-in-a-Flash-AdditionSubtraction-6839052
Your support of my small business is always appreciated, but please don’t feel that purchasing flashcards is necessary. Making flashcards can be a great end-of-the-year class activity or being-of-the-summer activity for home. What’s most important is that students and families have the tools they need to keep their math skills strong all year.
Until next time…Happy Teaching!
PinaRose Education 