- There are ambitious expectations for all, with accommodation for those who need it. Knowledgeable teachers have adequate resources to support their work and are continually growing as professionals. The curriculum is mathematically rich, offering students opportunities to learn important mathematical concepts and procedures with understanding. Technology is an essential component of the environment. Students confidently engage in complex mathematical tasks chosen carefully by teachers. They draw on knowledge from a wide variety of mathematical topics, sometimes approaching the problem from different mathematical perspectives or representing the mathematics in different ways until they find methods that enable them to make progress. Teachers help students make, refine, and explore conjectures on the basis of evidence and use a variety of reasoning and proof techniques to confirm or disprove their conjectures. Students are flexible and resourceful problem solvers. Alone or in groups and with access to technology, they work productively and reflectively, with the skilled guidance of their teachers. Orally and in writing, students communicate their ideas and results effectively. They value mathematics and engage actively in learning it." (National Council of Teachers of Mathematics Principles and Standards 2000, p. 3)
The vision for mathematics education described above is ambitious. Achieving it requires rigorous, standards-driven mathematics curricula, knowledgeable teachers who can integrate instruction with assessment, policies that enhance and support learning, classrooms with access to technology, and a commitment to both equity and excellence.
Students need time to practice the skills and strategies they’ve discovered and taught. To provide this time.
The guidelines are as follows:
- Teachers develop and use a series of standards based math centers that students visit on a weekly schedule. These centers are essential to differentiate instruction for students and allow teachers time to provide small group instruction.
- Math Centers will look similar in grades K-2 and 3-5 and the practice activities are developmentally appropriate. Routines and procedures should be similar across grades to allow for maximum use of time.
- Math Centers should be a balance between hands-on manipulative use and practice pages. The centers should be used for remediation and enrichment, depending on student ability level.
- During math centers, a teacher may be working with a small group of students on a particular skills, similar to guided reading.
Starting in kindergarten, students will begin to memorize addition and subtraction facts up to 12s. In first grade, students will memorize addition, subtraction and multiplication (0s, 1s, 2s, 5s, 10s) facts. In second grade, students will memorize addition, subtraction and multiplication (0s, 1s, 2s, 3s, 4s, 5s, 10s, 11s) facts. In third grade, students will memorize addition, subtraction and all multiplication facts. In fourth grade, students will memorize addition, subtraction, multiplication and division facts. By fifth grade, students will have memorized all facts.
Strategies to foster “Fact Power”
- Flash card use (paper and computer based)
- Daily “Fact Power Minutes”
- “Around the World” flash card game