BUILDING MENTAL MATH FLUENCY AND STRATEGIES.pptx

MATH

1. Building Mental Math Fluency and Strategies

2. Activity: NUMBER RELAY through the used of part of the FACE Eyes (1) Nose (2) Eyebrow (0) Mouth ( 3 ) Ears ( 4 )

3. What is Mental Math F luency? It refers to the ability to perform mathematical calculations quickly and accurately in your head , without relying on calculators or other tools.

4. Building a Strong number sense Mastering basic facts Utilizing Mental Math Strategies

5. 1. Building a Strong Number Sense: This is the foundation for mental math fluency. Number sense involves understanding the relationships between numbers, their magnitude, and how they can be manipulated. Here are some ways to strengthen number sense: Activities:  Use number lines, counting games, and place value activities to help students visualize and understand numbers. Example:  A student needs to add 17 + 28. They can visualize a number line and jump 17 spaces to the right, then another 28 spaces to find the sum (45).

6. 2. Mastering Basic Facts: Automatic recall of basic addition, subtraction, multiplication, and division facts is crucial for mental math fluency. Here are some strategies to promote fact fluency: Flashcards:  Use flashcards with addition, subtraction, multiplication, and division problems for daily practice. Games and Activities:  Incorporate math games and activities that make practicing facts fun and engaging. Example:  A student memorizes that 7 x 8 equals 56. When faced with the problem 35 + 7 x 8, they can quickly recall 56 and add 35 mentally to find the answer (91).

7. 3. Utilizing Mental Math Strategies: Beyond memorization, there are strategies that can help students solve problems mentally. Here are some common strategies: Making Connections: Relate problems to known facts. Example(1)   Instead of calculating 18 + 7, a student might think "18 + 2 is 20, and 20 + 5 is 25," making the problem easier to solve mentally (18 + 7 = 25). Example(2)   This involves recognizing relationships between known facts. For example, to solve 8 + 4, a student might think of 8 + 2 (known fact) + 2 (known fact).

8. Rounding and Estimation: Round numbers to simplify calculations and estimate answers. Example:  A student needs to find the sum of 123 and 478. They can round 123 to 100 and 478 to 500, then mentally calculate 100 + 500 = 600 (which is a close estimate to the actual sum).

9. Decomposing and Recomposing Numbers: Break down numbers into smaller, more manageable parts. Example:  A student can solve 54 - 18 by thinking "54 - 10 = 44, then subtract 8 more" (54 - 18 = 36). Example Breaking down numbers into familiar parts and then recombining them strategically can simplify calculations. For example, to solve 145 - 38, a student might break down 145 into 100 + 40 + 5 and subtract 38 part by part.

10. Remember: The best strategy for a particular problem will depend on the numbers involved and the student's individual strengths. Encourage students to explain their thinking and the strategies they use. By consistently practicing these techniques and building a strong foundation in number sense, students can develop strong mental math fluency, leading to greater confidence and problem-solving skills in mathematics.

11. The S tructure of the O bserved L earning O utcome (SOLO) Taxonomy / Model is a system to classify the QUALITY of a response based on structural complexity .

12. Description of Levels in original SOLO Taxonomy/Model Prestructural : The learner does not focus on the relevant area / problem. There is no consistency. Closure (giving an answer) is quick. Unistructural: The learner focuses on the relevant area/problem but uses only one piece of relevant data. Response may be inconsistent. Multistructural : Two or more pieces of data are used without any relationships perceived between them. No integration occurs. Some inconsistency may be apparent.

13. Relational: All data are now available, with each piece woven into an overall system of relationships . The whole has become a coherent linked structure . No inconsistency within the known system. Extended Abstract: The response goes beyond what was expected at the relational level. The degree of abstraction increases. Conclusions can be held open or qualified to allow for logical alternatives .

14. Getting to use Basic SOLO in classroom management .

15. PRESTRUCTURAL: Students ignore the teacher. The teacher cannot control the class and pleads for quiet. Does not know what to do. UNISTRUCTURAL: The student focuses on one student or one incident and cannot deal with other issues. Poor behavior continues. MULTISTRUCTURAL: Teacher is aware of a number of issues and tries to deal with them one at a time. Is usually not very successful. Spot-fire problems – puts one out and another starts up.

16. RELATIONAL: A teacher notices a number of issues and links them together to help address the problems. The focus of solution is on the teaching decisions taken. Approach usually successful. EXTENDED ABSTRACT: Teacher draws on other experiences such as knowledge of students, organizes lessons to minimize the chance of problems arising, using different techniques that are special with a class.

17. Let’s practice: “ Do you think it will rain soon?” Prestructural : Yes, it always rains on Saturday . Unistructural: I think it will rain because there are many clouds in the sky. Multistructural : I think it will rain because there are clouds over there and they are dark looking and the wind is coming from that direction and … Relational: Yes, I think so. The clouds look very dark over there and the wind is getting stronger and the air feels different. It rained yesterday and the weather seems very similar now. Extended Abstract: Yes, all the weather conditions seem to point to more rain. Dark clouds and winds from the south-west. However, it is really the dry season and it might not happen as these same conditions happened last week and no rain occurred then.

18. Thank You

19. Performance Task: Creative Solutions to Failing Grades Objective: Students will identify the common causes of failing grades and present practical and creative solutions to help struggling students improve their academic performance. Task Description: Students will work individually or in groups to analyze the reasons behind failing grades and propose solutions that can be applied at both individual and school levels. The presentation should include both practical steps and creative strategies that can motivate students to succeed.

20. Instructions: Research and Analyze Begin by researching common factors that contribute to failing grades. This could include: Poor study habits Lack of motivation or interest in the subject Time management issues Personal challenges (family, health, etc.) Ineffective learning strategies Propose Practical Solutions Develop at least three practical solutions for students facing academic difficulties. These solutions should be actionable and relevant to the causes you identified. Consider aspects such as: Study techniques and tools Time management strategies School or community support resources (e.g., tutoring, peer mentoring)

21. 3. Add a Creative Twist Incorporate creative elements to your solutions that will engage and motivate students. These could include: Apps or games designed to make learning more fun. Creative visual aids like mind maps, infographics, or video tutorials to help students organize and retain information. Interactive study groups or competitions that encourage collaboration and peer learning. 4. Presentation Prepare a 5-7 minute presentation where you will: Identify the causes of failing grades. Explain your practical solutions. Highlight your creative strategies for motivating students. You may use PowerPoint, video, skits, or any other engaging medium to present your ideas.

22. 5. Deliverables Written Report : A 1-2 page summary of your analysis, solutions, and creative approaches. Presentation : A visual or oral presentation of your solutions (PowerPoint, posters, videos, etc.). Creative Element : Any materials or tools you create as part of your solution (for example, a prototype of a study app, a video lesson, etc.).

23. RUBRICS/Assessment Criteria: Understanding of the Issue (20%) : Depth of understanding regarding the causes of failing grades. Practicality of Solutions (30%) : Feasibility and relevance of the proposed solutions. Creativity (30%) : Originality and innovation in the creative strategies presented. Presentation (20%) : Clarity, engagement, and effectiveness in delivering the presentation.

24. Performance Task: Group Activity: Divide participants into small groups. Assign each group a specific teaching strategy to discuss and develop a mini-lesson or activity based on that strategy. Groups should consider the grade level, content area, and diverse student needs in their planning.

25. Sharing and Feedback: Have each group present their mini-lesson or activity. Encourage participants to provide constructive feedback and discuss how they might implement these ideas in their own classrooms.

26. Rubrics Your performance will be evaluated based on the following criteria: Completeness and accuracy of the reflection (20%) Creativity and relevance of the mini-lesson plan (50%) Application of strategies in the lesson design (30%)

27. Performance Task : Students write their own short story, incorporating math concepts (e.g., time, money, measurement). Encourage them to use their imaginations and explain the numbers. Graphing Information (10 minutes) Explain: Show how we can use writing to explain data and graphs. Use simple examples like bar graphs or pictographs. Activity: Give students a data set (e.g., the number of pets each student in the class has). Have them create a bar graph and then write a short paragraph explaining what the graph shows.

28. Rubrics : Your performance will be evaluated based on the following criteria: Completeness and depth of your reflections (20%) Accuracy in identifying numeracy and literacy integration in the sample lesson (30%) Creativity and relevance of the integrated lesson plan (50%)