## Here is another great site for math fact fluency!

It is free! It is printable! It is also informative! Check it out!

Remember that automaticity is only one element of fact fluency! Don’t forget about flexibility and efficiency.

Happy Mathing!

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## Math Workstations: Component 2 (Differentiation)

First of all, Math Workstations are **data-driven**. Second, they are **differentiated**. After-all, you have to do something with that data. It is one thing to collect data, it is another to analyze, interpret and then provide learning experiences based on the data. What do you currently do with your data? Put it in a binder and on the shelf? How do you USE it? Key word here, **USE… **

Data should directly inform what children are doing in math workstations. Everybody shouldn’t be doing the same thing in a math workstation…otherwise it is just like doing whole group instruction (everybody at the same time doing the same thing) in small groups…with no attention to individual student needs.

Math workstations are about children engaging in **purposeful practice in their zone of proximal development. **

Math workstations **are not busy work.**

Math workstations are **engaging but more. **

Math workstations are** directly connected to where the student is on his/her learning journey.**

So, that means that in the Fluency Center…students are working on activities that help them achieve mastery where they are and help them to move onto the next level. Some students might be working on make ten facts, others might be working on doubles and still others might be working on adding 7’s,8’s and 9’s. In the Word Problem Center, some students might be working on *Take From Change Unknown* problems and others might be working on* Part Part Whole Part* *Missing *Problems. In the place value center, some students might be building numbers with base ten blocks, others might be drawing out representations and others might be working on expanded form with styrofoam cups (at an abstract level).

Now, just ease your way into it! Don’t try to differentiate everything at once or you’ll get overwhelmed and not do any of it. Start slow, start with a plan…just start!

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 1

Math workstations first and foremost are data-driven. Data is collected at many different times throughout the year and in many different forms.

**Data Collection Opportunities and Formats:**

**Beginning of the year Benchmark Data (**Beginning of the year data that assesses what children have learned in prior years AND retained).

This is especially important in terms of determining fluency and word problem levels, as well as general knowledge.

**Mid-year Benchmark Data** (Assesses mid-year learning)

**End of the year Benchmark Data** (Assess what has been learned during the year)

**Pre-Assessment of Upcoming Chapter** (Especially important to determine the skills in that particular domain from prior grades…it gives you a starting point and a marker for what you are going to build upon. Also in the pre-assessment you want to check what will be taught in the chapter to see if some students already know it so you can better differentiate the instruction).

**Guided Math Notes** (What is happening in the guided math group? What have you noticed? What are the areas of strength and the areas of challenge?)

**Conference Notes** (What are the students personal learning goals? What goals have you set together?)

**Chapter Quizzes** (In progress monitors)

**Entrance/Exit Slips** (These give great in the moment information)

**Math Thinking Notebook Work** (What kind of work is the student doing?)

**Math Workstation Artifacts** (Recording sheets at math workstations. What does the work show?)

**Chapter Assessment** (Did the student learn the math taught in the chapter? What is the student’s strengths and challenges?)

You should also have an articulated plan for assessing fluency and word problem levels periodically throughout the year.

Happy Mathing,

Dr. Nicki

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## Guided Math Videos: Part 3

Here is an excellent clip of a guided math lesson. Notice how the teacher scaffolds her way into the concept with the students. These students do a great deal of work in a small period of time. It is hands-on, interactive and engaging.

Also, notice how the teacher does individual coaching throughout the guided math lesson. This is an essential component of a guided math lesson. It allows for the individual scaffolding within the lesson.

Happy Mathing,

Dr. Nicki

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## Another Great Resource of Ideas about Teaching Multiplication and Division

** **

Happy Mathing,

Dr. Nicki

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## Teaching Volume So Students Get It!

Here is a great video to teach volume. I love it because it is a song with pictures. We have to try and use a variety of ways to teach volume so that the students get it. Think of at least 5 different ways to approach it using the theory of Multiple Intelligences. Remember that volume is a 5^{th} grade critical area.

Happy Mathing,

Dr. Nicki

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## Number of the Day! What a way to start!

Number of the day is a routine that you want to maximize. Grab some ideas here!

If you want to get deep!

Happy Mathing,

Dr. Nicki

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## A Must Read Article About Fractions: Use it to inform Guided Math Lessons and Math Centers

This is a great article about teaching fractions! A must read for addition, subtraction and division of fractions! Yahoo! Definitely use pattern blocks. Do these types of lessons in guided math groups so that students can talk through the math they are doing. Also, have them explore fractions with pattern blocks in math centers.

Happy Mathing,

Dr. Nicki

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## Teaching Division with a Great Picture Book: A whole class or guided math activity

Here is a great book to teach division – Divide and Ride! I really like this book.

First, I get the students to act it out.

Second, we get into groups of 4. I read the story and the students have 4 roles:

1) illustrator draws pictures

2) equation maker- writes the equation

3) manipulatives manager – acts it out with the counters (I use the people counters from Lakeshore-they look just like the students in the book)

4) checker – first retells the situation and then checks everyone’s work

The students sit in groups of four and we read it as a class and they take on their various roles. They love it and they get to see the situation represented in various ways.

Happy Mathing,

Dr. Nicki

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## Do you teach math in the 21st Century?

Here is a great site that will lead you to math in the 21st century! It discusses doing “mathcasts” with your students. I love their tagline “When students teach, they learn!” How often do you give your students this opportunity? In what ways? Do any of them reflect the century we live in?

Happy Weekend and Happy Mathing,

Dr. Nicki

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