Facts in this group include facts such as 6 + 1, 2 + 7, and 9 – 0. This first set of facts uses that counting-on/counting-back strategy. This helps them develop an understanding of the next number and the previous number. In Kindergarten, children practice counting forward and back from any number. Concrete materials can be used to help children visualize the commutative property. Important to note that the commutative property works for addition but not subtraction. This will help them understand that 5 + 0 = 5 and 0 + 5 = 5 as well. Of course, it’s not necessary for a 1st Grader to learn the mathematical term, but you want them to have the understanding. This is also a good time to introduce the idea of the commutative property, which means that the order does not matter when adding. While it may seem obvious, children need to know that when we add 0 to or subtract 0 from any number, the number does not change. Think of it this way, I can’t use a strategy called Near Doubles if I don’t know my Doubles.įrom Math Fact Fluency, Bay-Williams and Kling +/- 0, 1, and 2 The idea is that children need to master the facts at each level before they can tackle the strategies below. In their book Math Fact Fluency, Jennifer Bay-Williams and Gina Kling have a great graphic that shows how all the different fact strategies are interconnected. What is the progression for teaching and learning the fact strategies? If a 1st Grader needs work on this Kindergarten skill, it’s best to provide practice with number combinations prior to trying to introduce the strategies outlined below. The post I just mentioned provides information on doing that assessment. It’s a good idea to quickly assess a child’s fluency with the combinations to ten before trying to teach strategies based on those combinations. In order to use strategies for learning the basic facts within twenty, students need to have mastered the Kindergarten skill of knowing the combinations of all the numbers through ten. Learning Facts Using a Strategy-Based Approach Foundational skills Those strategies are actually listed in the standard, and I’ll explain them in more detail in the next section. Second, the acquisition of fluency with basic facts is based on learning and using strategies that emphasize the relationships between numbers, not memorization.It basically means they should have automatic recall for facts within 10, like 4 + 5, 7 + 1, or 2 + 8, but they should have successful strategies for adding single-digit numbers up through 20, such as 6 + 7, 4 + 9, or 8 + 6. First, while 1st Graders are working on the facts within 20, the expectation for fluency by the end of 1st Grade is within 10 (remember that Kinder was fluent within 5).There are two important ideas buried in that standard. Use strategies such as counting on making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9) using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4) and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). While the standard shown below is from the Common Core State Standards, other state standards are very similar.Īdd and subtract within 20, demonstrating fluency for addition and subtraction within 10. There is no additional cost to you, and I only link to books and products that I personally recommend.įact fluency actually begins in Kindergarten, when children learn the combinations for the numbers through 10 and are expected to fluently add and subtract within 5. This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. Please note that as this series grows, there will be multiple posts for each grade level. With pages of math standards at each grade level, what is really considered essential learning? In this series of posts, I attempt to highlight the key skills at every grade level, explain those skills in layman’s terms, and provide activities and tasks for helping children build those skills.
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