*sure*doesn't look like math did when I was in school!

My first post was on CGI or Math Mysteries. As I mentioned before, we do math mysteries 3 times a week in my room {usually Tuesday, Wednesday and Thursday}. My next post was Counting Collections. That happens on Mondays in our room. So what do we do on Fridays? We do fact fluency... it's called, "Fluency Fridays" in my room. And don't forget Math Wall which happens Monday-Thursdays in place of the old calendar time! So, if you're trying to keep track, my schedule looks like this:

Mondays: Math Wall and Counting Collections

Tuesdays: Math Wall and Math Mysteries

Wednesdays: Math Wall and Math Mysteries

Thursdays: Math Wall and Math Mysteries

Fridays: Graphing/Assessment and Fact Fluency

This changes some throughout the year...and some weeks I might skip Counting Collections or Fact Fluency and do an extra Math Mysteries time. It just depends on my kids. But, basically, that's what it looks like on a weekly basis.

As far as times go, Math Wall is about 30 minutes. Counting Collections is 40-50 minutes, Math Mysteries is 1 hour and Fact Fluency is about 40-50 minutes.

Fact Fluency was my newest area of growth in math this year. I didn't actually start it in my room until after Christmas Break...but next year I'll be starting in August for sure! Here are some FAQs on Fact Fluency....

**So, what is Fact Fluency anyways?**Fact Fluency is basically a new name for practicing math facts. BUT {and a

**but here...} it is more than that. It's about helping kids communicate how they fluently got their answer. We know from recent research that the more a kid can explain his or her thinking in math, the better they perform on state and standardized tests...but more**

__BIG__*importantly*the better their math understanding is and the more successful they are in math. So the more opportunities we can give kids to talk about, write about, and communicate their thinking in math, the better it is for kids. Fact Fluency offers kids a chance to practice their facts

*and*explain how they know the facts they know fluently.

**So, what do you do to set up for Fact Fluency?**First I made several copies of the fact fluency cards from my packet. The packet has sets of facts for Kinder, 1st and 2nd grades based on the fluency Common Core standards. Each set is labeled at the bottom of each page! Even though I teach first grade, I copied a few Kinder sets for my low babies and several 2nd grade sets for my high mathematicians! I copied about 8-10 on grade level sets and the 2-3 of the above and below. I color coded them by grade level. This made it easy for me to tell partners what "color" they would be working on. Then I put them in some buckets to store. I stored the addition all together and the subtraction all together.

I also partnered up my kids. If you are doing Counting Collections like I blogged about last week, then you already know how I partnered them for that. I use the same partners for FF because I think it's easier on the kids to remember {and me!}.

**So, what does the first Fact Fluency lesson look like?**When I introduce Fact Fluency, we do it together first. The first thing we do is make our I Can Chart. This is one area I need to do better in...because I got a late start this year, I never actually charted out our I Can list for fact fluency like I did in Counting Collections. But here is our list and I'll update in August when I chart them with my new class!

I Can...

*fluently add and subtract to 10 and higher in

__4 seconds__or less{change for your grade}

*explain my thinking to my partner and on my paper

*time my partner

*cooperate with my partner

Then, I have a volunteer come up to the front while the rest of the class is at the carpet. We just model how to play Fact Fluency with a partner. I will show them a card and time them and they will answer as fast as they can. Then I model the next question the partner should ask...which is VERY VERY important:

*How did you get that?*and then the volunteer must be able to tell us how they got their answer. "I just knew it" is not an okay answer, unless they got it in less than a second! They might say, "I counted on my fingers," or "I counted up/back from 5," or "I know 5+5 is 10 so 5+6 is 11." Any explanation is accepted if it makes sense! :) We practice this several times together. It might even be necessary to practice together for 2-3 lessons, depending on your group!

**So, what does the daily grind of Fact Fluency look like?**We start off with a Number Talk {from the book, Number Talks} using the coordinating lesson slides I created. Then we review our I Can's for fact fluency. After we review that chart, they are ready to go work with partners. We either do addition facts or subtraction facts. Not both. And it just depends on our goal for the day or week. Addition is easier so we stay with that for the first few weeks for sure!

One partner is the timer and teacher and the other partner is the student. Based on research, if a first grader can answer a fact in 4 seconds or less it is considered a "fluent fact." The teacher partner will

*beep*very quietly at 4 seconds so the student partner knows he/she is over time. They will still continue to figure out the answer. You can see this cutie timing with his fingers while holding the car for his "student."

When the student partner answers, the teacher asks, "How did you get that? And the partner must be able to explain it to them and then record their thinking on their paper. The teacher partner's job is to make sure the student explains it clearly and records it in a clear way on their paper. Then, they switch jobs. They continue this until partner work is over.

Notice on these samples that they record their fact in the small rectangle and their thinking below that. This was from one of our subtraction days.

It really is so cool to see the variety of thinking going on in these smarties!

While students are working in their spots, I walk around and observe and conference with partners. I'm listening in to see how they explain their thinking and if they are doing what they should be doing in their spot and not just answering facts by

*explaining*and

*showing*their thinking {higher order thinking skills anyone??}

Also, most weeks, I pull a small group back with me that need to work on something specific in fact fluency {whether it's my lowest babies or my high kids...they ALL need our attention!}

At the end of partner work we have share time. Our share time is set up just like math mysteries and counting collections. I choose 2-3 papers to put on the ELMO and we have the students share how they got their answers on specific facts. This gives kids an

*additional*time to communicate their thinking and to do it in a whole group setting. It also gives the audience a chance to critique others and give positive feedback and suggestions, which is one of the Standards for Math Practice. I use that time to point out things we've been working on all week, our goal for the day or week, and to model how to notate their thinking.

**So how much time does Fact Fluency take?**FF takes about 40-50 minutes total in my first grade classroom. It breaks down like this:

*Goals/Number Talk: 5-10 minutes

*Partner FF and small group intervention: 20-25

*Share time: 10-15

**So what will you do differently this coming year?**One minor change I'd like to make this year is to have kids star or highlight the facts they were fluent with so that when I come around I can see that they not only got the right answer, but also did it in 4 seconds or less. This will also be a great self-assessment for my kids!

One thing that is still on my "To-Do" list is to add Number Talks to our Fact Fluency as part of a quick warm-up. I first learned about Number Talks last summer but just couldn't figure out how to work them in. When I started thinking about how to use Fact Fluency in my classroom, Number Talks seemed like the perfect pair for Fact Fluency.

Number Talks are based off of this book...

The goal of number talks is to increase students' fluency and flexibility with combinations and operations. I have done a few lessons from this book and LOVED it...I just never found a way to consistently use it last year. For the first grade lessons, you basically show the kids a quick image of dots, ten frames or rekenreks arranged in a pattern and then take it away after a few seconds. Some lessons have a series of equations to solve. Then you "talk" about their answer or what they saw and how they know...this opens up the door for great conversations on different combinations of the same number {"It was seven. I saw 5 dots and 2 more," and "It was seven, I saw 3 dots and 4 more."}

My next packet I'm making will be a Number Talks Packet intended to correlate with the book. I'm in the process of turning each of the number talk "cards" into slides that can be used on SMART and Promethean Boards or printed off to be used the old fashioned way. This will be extremely helpful for my classroom during Fact Fluency time, and I hope you'll find them helpful too!

***EDIT*** My number talks packet for 1st grade is finished and uploaded! It's a PowerPoint that can be used with either Smart OR Promethean boards and has navigation buttons on every slide to make it super user friendly!

And don't forget to check out my Fact Fluency Packet here!