CORPORATE TRI-FOLD BROCHURE

Lesson Sequence1. Using teddy bear manipulatives to add numbers ranging from 0-18. 2. Using our prior knowledge about doubles facts to make new additon connections3. Use base 10 blocks to add numbers within the sum of 0-18. 4. Playing a rolling a dice game to add the numbers on each side of the dice together. 5. Make a 10 using popsicle sticks.

BenchmarksAs the academic year took off, students were given math fact fluency test assessment every month that had addition facts from the numbers 0-18. The test consisted of 60 math addition questions that were based upon numbers ranging from 0-18. The students are timed when they take this test, they get one minute to complete as many problems as they can.

Increasing Math Fact Fluency Numbers Ranging From 0-18. Emily Hummel

Targeted StudentsMy mentor teacher and I decided to select this standard based on the understanding that mastering addition facts from 0-18 is crucial for students' mathematical development. These basic addition skills serve as building blocks for more advanced math concepts and problem-solving strategies. By conducting timed tests specifically on this standard, I could see and assess students' fluency and accuracy in adding numbers within this range efficiently.

Inquiry QuestionDoes the use of practicing math additon fcats in various different ways help with accuracy and fluency?

Overall Information

Standards CC.2.2.1.A Represent and solve problems involving addition and subtraction within 20.

SPM GoalMy overall goal for the Student Performance Measure is focusing on addition facts fluency within the sum ranging from 0-18 to enhance students' mathematical proficiency through the use of manipulatives, math games, and small group instruction. This approach aims to promote a deeper understanding of addition concepts, improve fluency in solving addition facts, and foster a positive attitude towards math learning.

Best Practices and Research

FindingsIn reference to the chart, all five of my students. Each student reached or exceeded my goal that I had set for them for their fluency within their additon facts. RefrencesHoelscher, L. (2016) Effective Strategies for Increasing Basic Math Fact Fluencyhttps://sophia.stkate.edu/cgi/viewcontent.cgi?article=1186&context=maed Diane Whitmore Schanzenbach, S. H. L., Deborah A. Phillips, M. W. L., Elaine Kamarck, D. M. W., Kagan, R., Daniel S. Hamilton, J. R., Modupe (Mo) Olateju, G. C., Mehta, I., & Larry Cooley, J. P. R. (2022, March 9). New evidence on the benefits of small group math instruction for young children. Brookings. https://www.brookings.edu/articles/new-evidence-on-the-benefits-of-small-group-math-instruction-for-young-children/ https://www.brookings.edu/articles/new-evidence-on-the-benefits-of-small-group-math-instruction-for-young-children/ Nash, E. (2023, April 19). Math manipulatives: A student-centered approach to teaching mathematics. Great Minds®: Math, English, and Science Curriculum Developers. https://greatminds.org/math/blog/eureka/math-manipulatives-a-student-centered-approach-to-teaching-mathematics#:~:text=Manipulatives%20increase%20student%20engagement%20and,skills%20connected%20to%20this%20learning.

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