# Fun with Fact Fluency

### Developing Mental Math Strategies with Operations

## Our Journey

As part of our Inquiry we were looking to see if we could provide innovative ways practicing and improving operations so that students would develop more flexible thinking. The strategies we used to target the students were math games, and Number Talks. We used the Lesson Study Model to build capacity among our teachers around developing more flexible thinking with operational sense. Through an Interactive Family Math Night we promoted strategies students use for building fact fluency.

Visit TeachOntario for more on our journey. https://www.teachontario.ca/people/quintanam/blog/2015/04/17/st-Julia

https://www.teachontario.ca/blogs/cardosod/2015/03/20/st-julia-tllp-our-second-blog

## Pre-Assessment

## Number Talks

## Number Talk - SubtractionIn today's number talk we began to look at subtraction. I started with getting an idea of students know about subtraction. They were able to come up with what subtraction is and use a variety of words to describe it. They referred to subtraction as being part of the fact family. Kids were able to see the relationship between addition and subtraction and use that to help them solve a subtraction problem. | ## Number Talk - Subtraction |

## Number Talk - Subtraction

In today's number talk we began to look at subtraction. I started with getting an idea of students know about subtraction. They were able to come up with what subtraction is and use a variety of words to describe it. They referred to subtraction as being part of the fact family.

Kids were able to see the relationship between addition and subtraction and use that to help them solve a subtraction problem.

## Making 10 Activity This time, I approached the Number Talks differently by beginning each Number Talk with a game that would reinforce the skill that I wanted to highlight in the Number Talk. I have started these Number Talks with Making Ten, given that this is something students in Grade 3 are most familiar with from previous grades, I thought it would be a good starting point. I began with reading the story Ten Black Dots by Donald Crews, I then asked the students how many ways can you make ten? I gave them a ten frame and two-sided counters to find as many ways as they could to make ten. | ## Number Talk - Making Ten Today we continued to tackle the strategy Making 10. Students played a game called "Twisted Addition Go Fish". Students were dealt a hand of 5 cards and the goal was to find number combinations that equaled 10. If they couldn't make 10 they were able to ask someone with they had a certain number, if their friend did not have that number they would have to "go fish". The student who was able to get rid of their hand was the winner. Today we continued with the Number Talks with one-digit numbers but we added 4 numbers instead. | ## Number Talk - Making 10 In these Number Talks the first student used counting on from the first number in the number sentence. Many of the other students saw that 5 + 5 = 10 and then counted on once they had made 10. The 3 other students followed the same strategy by making 10 with 5+5 and then adding on the rest of the numbers in the number sentence. There was only one student who actually combined the numbers together that made 10 and added them together. Once again I brought students attention to what was the most efficient means of answering this algorithm, students identified that it was making 10 and then adding them together. |

## Making 10 Activity

## Number Talk - Making Ten

## Number Talk - Making 10

## Lesson Study

A large part of our TLLP Inquiry was capacity building with teachers around fact fluency. We decided to use Lesson Study as are model for professional learning. We grouped teachers by division and we were able to meet with all teachers by the end of our TLLP.

Below teachers are brainstorming what students know and what students need to know as it relates to mental math strategies.