BOBCF2 Building Computational Fluency, Grade A Math Learning Center Publication by Donna Burk and Allyn Fisher illustrated by Tyson Smith Bridges Breakout Units Building Computational Fluency, Grade 5-6 Building Computational Fluency, Grade Building Computational Fluency, Grade Building Computational Fluency, Grade Bridge Design & Construction: Data Collection & Analysis Bugs Across the Curriculum Crossing the Pond: A Probability Game Exploring Money: Adding, Counting, Sorting and Patterning Exploring Time: Hours, Minutes and Paper Clocks Frogs Across the Curriculum Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1) Geometry: Shapes, Symmetry, Area and Number (Grade 2) Math Buckets: Sorting and Patterning Math with a Sock: Probability and Fractions My Little Farm: Money, Place Value and Mapping Penguins: Measuring, Sorting, Computation and More Sea Creatures Across the Curriculum The Math Learning Center, PO Box 12929, Salem, Oregon 97309 Tel 800 575–8130 © 2007 by The Math Learning Center All rights reserved Prepared for publication on Macintosh Desktop Publishing system Printed in the United States of America QP737 BOBCF2 P1110 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use The Math Learning Center is a nonproit organization serving the education community Our mission is to inspire and enable individuals to discover and develop their mathematical conidence and ability We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching To ind out more, visit us at www.mathlearningcenter.org ISBN 9781602622050 Building Computational Fluency, Grade Introduction Overview Section Assessments Unless otherwise indicated on the blackline, run a class set Assessment Individual Interview Addition & Subtraction, Place Value Addition and Subtraction Strategies Place Value Assessment Assessment Addition Fluency Checkup Addition Facts Class Checklist Assessment Assessment Check-Up Base Ten Pieces page of Base Ten Pieces page of Assessment Subtraction Fluency Checkup Subtraction Facts Class Checklist Assessment Assessment Check-Up Assessment Assessment Check-Up 5 12 12 13 17 17 22 23 25 28 29 31 34 35 37 39 43 45 Section 2: Support Activites Follow copy instructions on blacklines to run as needed Support Activities Overview Support Activity H Instructional Considerations Doubles Spin Support Activity Instructions for Doubles Spin Doubles Spin & Make Half Game Board page Doubles Spin & Make Half Game Board page Doubles & Halves Spinner Ten-Strips 49 51 51 52 52 53 54 55 56 The Ten-Strips Model Addition Strategies Support Activity Instructional Considerations Support Activity Spinning Around Addition Record Sheet Spinning Around Addition Spinner Support Activity Instructional Considerations Triple Spin & Add Support Activity Instructions for Triple Spin & Add Triple Spin & Add Record Sheet Odd Sums Even Sums Triple Spin & Add Spinner Support Activity Instructional Considerations Sorting Addition Facts Support Activity Addition Strategy Labels Ten-Strip Fact Cards page of Ten-Strip Fact Cards page of Ten-Strip Fact Cards page of Ten-Strip Fact Cards page of Ten-Strip Fact Cards page of Support Activity Instructional Considerations Make Half Support Activity Instructions for Make Half Support Activity Instructional Considerations Spinning Around Subtraction Support Activity Instructions for Spinning Around Subtraction Spinning Around Subtraction Spinner Spinning Around Subtraction Record Sheet Support Activity Instructional Considerations Support Activity Make 100 Instructions for Make 100 Make 100 Record Sheet Support Activity Instructional Considerations Support Activity Race to 100 & Back Instructions for Race to 100 & Back Race to 100 & Back Spinner Base Ten Pieces page of Base Ten Pieces page of 57 58 59 60 62 63 64 64 65 65 67 67 67 68 69 69 70 71 72 73 74 75 76 77 77 78 78 79 79 81 81 83 84 85 86 86 86 88 92 94 94 94 96 97 98 Support Activity Instructional Considerations Support Activity Three Turns to Win Instructions for Three Turns to Win Three Turns to Win Game Board Money Value Pieces page of Money Value Pieces page of Money Value Pieces page of Support Activity 10 Instructional Considerations Support Activity 10 Finish with $4 Instructions for Finish with $4 Finish with $4 Game Board page of Finish with $4 Game Board page of Support Activity 11 Instructional Considerations Support Activity 11 Instructions for Count Down 400 Count Down 400 Count Down 400 Spinner Support Activity 12 Instructional Considerations Support Activity 11 Faces of a Solid Support Activity 12 Make the Sum Instructions for Make the Sum Make the Sum Cards Support Activity 13 Instructional Considerations Support Activity 13 Place Value War Instructions for Place Value Place Value War cards, sheeet Place Value War cards, sheeet Place Value War cards, sheeet Support Activity 14 Instructional Considerations Support Activity 14 Base Ten Triple Spin Base Ten Triple Spin spinner Base Ten Triple Spin pieces The Triple Spin & More worksheet 99 100 100 100 101 102 103 104 105 106 106 106 107 108 109 110 110 111 112 113 114 114 114 115 117 118 118 118 119 120 121 123 124 124 126 127 128 Section Fact Fluency Supplement Follow copy instructions on blacklines to run as needed Fact Fluency Supplement Overview Fact Fluency Supplement: Addition and Subtraction Solving Addition Facts Note to Families: Instructions for Solving Addition Facts Booklet Solving Subtraction Facts Note to Families: Instructions for Solving Subtraction Facts Booklet Scout Them Out Addition and Subtraction Worksheets 2’s to the Rescue! Double It! Adding & Subtracting 10’s Cutting Numbers in Half Double It or Cut It in half Leapfrog Subtraction Addition Facts Challenge: A Take-Home Activity Subtraction Facts: A Take-Home Activity Up to Ten: A Take-Home Activity 131 131-132 133-144 145 147-158 159 161-170 171 172-173 174 175 176 177-178 179-185 187 188-199 Building Computational Fluency, Grade Overview BuildingComputationalFluency,Grade2isasupplementdesignedtoprovide youwithpowerfulandflexibletoolstoassessandsupportstudentsindevelopingkeycomputationalskillsandconcepts.Organizedintothreesections, thissupplementenablesyoutoassesssomeorallofyourstudentsoncomputationalskillsthroughouttheschoolyearandprovidesupporttostudents whoneedextrahelpinkeyareas,including: • • • • • • • developingandapplyingstrategiesforadditionandsubtractionfactsto20 developingfluencywithadditionandsubtractionfactsto20 countingby10’sand1’s understandingplacevalue double-digitadditionandsubtractionwithandwithoutregrouping countingby5’s,10’s,and25’susingclocksandmoney computationwithmoney InSection1,you’llfindasetofassessmentsdesignedtobeadministeredat keypointsthroughouttheschoolyear.Theseassessmentsserveasauseful complementtoanysecondgrademathprogram,andmayalsobehelpfulto thirdgradeteachersseekingtodiagnosespecificskilldeficitsamongstudents workingbelowgradelevel.Theyalsoprovidetoolstocheckstudents’proficiencywithbasicadditionandsubtractionfactsonaregularbasis.InSection2,you’llfindacollectionofSupportActivitiesdesignedtohelpstudents whoindicateneedsinthespecificareasassessed.Thegamesinthissection arebasedaroundvisualmodelsandstrategies,andhelpstudentsdevelop deepconceptualunderstandingsaswellasproficiency.Theycanbeusedas instructionalresourceswithyourentiregroup,orastoolstoremediatetargetedstudents.Section3isaFactFluencySupplementthatprovidesthekind ofsystematic,strategy-basedpracticestudentsneedtomasterbasicaddition andsubtractionfacts.Theworksheetsandstrategybookletsinthissection canbeusedwithselectedstudentsorwithyourentireclass.Eachsectionis describedinmoredetailbelow. Section Assessments Thesevenassessmentsinthiscollectionaredesignedtohelpyougaugehow yourstudentsaredoingwithkeycomputationalskillsthroughouttheyear. Assessment1isanindividualinterviewintendedforuseatthebeginningof theschoolyear.Whileitmaytakeafewweekstointervieweachoneofyour students,theinsightsyou’llgainintoyourincomingsecondgraders’addition Bridges Breakouts • Grade Building Computational Fluency andsubtractionstrategies,aswellastheirunderstandingsofplacevalueare wellworththetime Assessments3and5arewrittentestsofstudents’fluencywithadditionand subtractionfactsto20.Assessment3isdesignedtobeconductedinthefall andAssessment5inthespring,butyoucanadministereitheroneatthe timebestsuitedtoyourinstructionalschedule.Checklistsareprovidedwith bothassessmentstotrackstudents’proficiencywithfactstrategiessuchas countingon,countingbackwards,addingandsubtractingdoublesandneighbors,addingandsubtracting10’s,andothers.You’llfindasetoffactstrategybooklets,worksheets,andactivitiesinthethirdsectionofthispacket designedtoprovidestudentswithopportunitiestolearnandpracticethese strategies Assessments2,4,6,and7arequarterlywrittencheckupsdesignedforuse attheendofeachgradingperiodtosupportteachersinconferencingwith parentsandreportingonstudents’progress.Eachoftheseassessmentsoffers anotherlookatstudents’proficiencywithbasicfactsandahostofotherkey mathskillstypicallytaughtinthefall,winter,andearlyaswellaslatespring ofthesecondgradeyear.Theseassessmentsmayalsobeusefultoresource roomteachersandothersworkingwithbelow-grade-levelthirdgraders Blackline Blackline NAME DATE NAME DATE Assessment (cont.) Assessment Finish writing the time for each clock Add + _ + _ 13 + _ + _ 15 + _ 17 + _ + 18 + _ + _ + _ + _ + _ + _ + _ + 10 = _ + 10 = _ 10 + = _ + 10 = _ 10 + = _ 10 + = _ + 10 = _ 10 + 10 = _ Count the money in each box Subtract –1 _ 12 –1 _ –0 _ 17 –0 _ 11 –1 _ 19 –1 _ 16 –0 _ –2 _ –1 _ –3 _ –3 _ 10 –5 _ –5 _ 16 –8 _ ¢ ¢ ¢ Write the number to show how many Unifix cubes there are, in each of the four sections below ¢ Draw different ways to make 26¢ with coins 26Â 26Â â The Math Learning Center • Bridges Breakouts Bridges Breakouts nn nn Bridges Breakouts © The Math Learning Center Grade Building Computational Fluency Section Support Activities Inthesecondsectionofthispacket,you’llfindasetof14partnerorsmall groupgamesspecificallydesignedtosupporttheskillstestedintheassessmentsdescribedabove.Thesegamesprovideengagingpracticewithskills includingadditionandsubtractionfactstrategies,placevalueunderstandings,double-digitadditionandsubtractionwithandwithoutregrouping,and computationwithmoney.Mostofthesegamesarebasedaroundvisualmodelssuchastenframes,tenstrips,base10pieces,moneyvaluepieces,and hundredsgrids,andareintendedtohelpstudentsdevelopconceptualunderstandingaswellasproficiency. Grade Building Computational Fluency Grade Support Activity H Instructional Considerations Building Computational Fluency Support Activity SUPPORT ACTIVITY SUPPORT ACTIVITY Make 100 Make 100 Overview You’ll need Players take turns drawing cards showing double-digit numbers and coloring the numbers on a Number Chart Each player can draw no more than cards Players find their sums, and the player closest to 100 (over or under) wins H Make 100 Record Sheet (Blackline, copies run backto-back per player) Skills & Concepts You’ll need H Make 100 Record Sheet (Blackline , copies run back-to-back per player) H Make 100 Cards, pages 1–3 (Blacklines, copy, cut apart, for each pair of players) H Make 100 Cards, pages 1–3 (Blacklines, copy, cut apart, for each pair of players) H crayons H crayons H using models, words, and numbers to demonstrate the meaning of addition and subtraction Instructions for Make 100 H adding and subtracting 2-digit numbers with and without regrouping using models and strategies Mix up the Make 100 Cards and place them in a pile, face down Write your name and your partner’s name at the top of a record sheet The goal of Make 100 is to be the player who gets closest to 100 You can stay under 100 or go over 100 Make 100 provides students with more opportunities to add 2-digit numbers and use a visual model to find the difference between 100 and other numbers Students also use estimation skills when they choose whether or not to take a third card Although there are many different ways to color in the amounts, we prefer to model coloring in the 10’s first and then the 1’s Remind students to fill in the Number Chart completely before they use the 10’s and 1’s on the side so they can see their total in relationship to 100 NA ME Brittany DATE Take cards and turn them face up Both players should record the two numbers in the boxes below the Number Chart and color in the amounts on the chart Use a different color for each amount Oct 17 M a k e 0 R e co r d S h e e t Player Brittany Uncle Gene Player 100 Card Blackline EP 6.5 Make 24 + 47 + = I was under 100 / over 100 by (circle one) + + = NA ME My partner was under 100 / over 100 by (circle one) Brittany DATE Oct 17 M a k e 0 R e co r d S h e e t B l acklin e NC S M a ke 100 C a rd Player Brittany Uncle Gene Player 100 Card Blackline EP 6.5 Make 24 + 47 + = I was under 100 / over 100 by (circle one) B l acklin e NC S M a ke 100 C a rd © The Math Learning Center The other player takes cards Both players record the numbers in the boxes and color in the amounts on their Number Charts Bridges Breakouts nn 35 + + = My partner was under 100 / over 100 by (circle one) Both players should decide whether or not to draw a third card If you’re close to 100, you may choose not to draw another card If you’re still far away from 100, you might take a chance and draw a third card Each player may draw no more than cards 36 nn Bridges Breakouts © The Math Learning Center AlthoughtheSupportActivitieshavebeendesignedtocomplementtheassessmentsinthispacket,youcanusethemasasetofadditionalinstructionalresourcesforyourclassroomevenifyouchoosenottoconductthe assessments.Theactivitiescanbeusedbyeducationalassistants,parentvolunteers,resourceortitleteachers,aswellasclassroomteachers,andmanyof themalsomakeeffectivehomeworkassignments. Bridges Breakouts • Grade Building Computational Fluency Eachactivityincludes: • instructionalconsiderations • playinginstructions • blacklinesforgamecomponentsifneeded(spinners,gameboards,and/or cards) • recordsheetblacklinesifneeded Section Fact Fluency Supplement TheFactFluencySupplementisdesignedtobeusedinconjunctionwiththe assessmentsinthispacket,butalsostandsaloneasasetofmaterialsthatcan beusedtosupplementanysecondgrademathprogram.Thissectionincludes 2illustratedfactstrategybookletstobeusedwithstudentsatschoolorhome, 23pagesofstrategy-relatedfactpractice,andthreegamesand/orworksheets designedforstudentstotakehomeforextrapractice. • Bridges Breakouts Building Computational Fluency Blackline Home Connection A Activity (cont.) Ten-Strip Fact Cards page of © The Math Learning Center Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Cutoutcardsalongsolidlines Bridges Breakouts nn 181 Building Computational Fluency Blackline Home Connection A Activity (cont.) Ten-Strip Fact Cards page of 182 nn Bridges Breakouts Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Cutoutcardsalongsolidlines © The Math Learning Center Building Computational Fluency Blackline Home Connection A Activity (cont.) Ten-Strip Fact Cards page of © The Math Learning Center Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Cutoutcardsalongsolidlines Bridges Breakouts nn 183 Building Computational Fluency Blackline Home Connection A Activity (cont.) Ten-Strip Fact Cards page of 184 nn Bridges Breakouts Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Ten-Strip Fact Card Cutoutcardsalongsolidlines © The Math Learning Center Building Computational Fluency Blackline NAME DATE Home Connection A H Worksheet NOTE TO FAMILIES This worksheet is designed to give your child the chance to explore the relationship between addition and subtraction using a visual model and number sentences Addition & Subtraction Fact Families Writeallthenumbersentencesforthefactfamilyshownineachpairoftenstrips.Rememberthattherewillbejust2factsforfactfamilieswithdoubles example example + = 13 4+4=8 + = 13 8-4=4 13 – = 13 – = a b c d CHALLENGE Writeastoryproblemonthebackofthispageusingoneofthesefacts.Bringitto schooltoshare © The Math Learning Center Bridges Breakouts nn 185 Building Computational Fluency Blackline 186 nn Bridges Breakouts © The Math Learning Center Building Computational Fluency Blackline NAME DATE Home Connection B H Worksheet NOTE TO FAMILIES Knowing the basic subtraction facts can make it easier for students to solve similar problems with larger numbers For example, run away ones (e.g., 18 – = 10) can be applied to compute 78 – = 70 Take away tens (e.g., 18 – 10 = 8) can be applied to compute 78 – 10 = 68 Encourage your child to use run away ones and take away ten to solve the problems below Subtraction Facts 1RunAwayOnes 37 –7 42 –2 65 –5 91 –1 87 –7 53 –3 29 –9 109 –9 132 –2 154 –4 186 –6 193 –3 118 –8 165 –5 2TakeAwayTens 28 –10 49 –10 61 –10 77 –10 85 –10 33 –10 52 –10 118 –10 147 –10 184 –10 136 –10 185 –10 171 –10 153 –10 CHALLENGE 3Onanothersheetofpaper,writeatleasttenmoreexamplesofhowyoucan usetakeawaytensandrunawayoneswithlargernumbers © The Math Learning Center Bridges Breakouts nn 187 Building Computational Fluency Blackline Home Connection C H Activity NOTE TO FAMILIES This Home Connection is a game called Up to Ten that provides practice with a collection of subtraction facts we call the up to ten facts Beforeyoubegin,you’llneed20eachoftwokindsofsmallitems(e.g.,beans, buttons,piecesofcereal).Throughoutthegame,askyourchildtobuildthe smallernumberinoneitemontheten-stripsandthenusetheotheritemtobuild uptotenfirstandthenuptothelargernumbertofindthedifference.We’ve shownsomeexamplesintheinstructionsonthenextpage Home Connections Instructions for Up to Ten Home Connection Activity (cont.) Ten-Strips 1Toplay,you’llneedtheUpto TenGameBoard,UptoTenCards, paperclip,pencilorpen,2different kindsofsmallobjects,andten-strips. Shufflethecardsandplacethemface downbetweenyouandyourpartner 2Draw1cardfromthetopofthepile andhaveyourpartnerdothesame fi + = 10 10 + = 17 + = so 17 – = 3Findthedifferenceforbothcards usingtheuptotenstrategy.Youcan confirmyouranswerusinganother strategyifyoulike.Youcanbuild thefactsonyourten-stripswith2 differentkindsofmarkerstoshow howyoucanfindthedifference 4Placeyourcardswheretheybelong onthegameboard—onecardinthe moreboxandonecardintheless box.Rememberyouarecomparing theanswers,thedifferencesforeach Continuedonback 188 nn Bridges Breakouts © The Math Learning Center Building Computational Fluency Blackline Home Connection C Activity (cont.) fact.Ifthedifferencesonthetwo cardsareequal,placetheminthe equalbox.Thendrawonemorecard each.Determinewhichismoreand whichisless,andplacetheminthe correctboxes Blackline HC 6.6 Home Connections Home Connect ion Activit y (cont.) Up to Ten Game Board more boxandtheplayerwiththefewestwill puthisstackinthelessbox.Spinthe spinneronceagaintodecidewhowins thegame equal less more less 5Spinthemoreorlessspinneron thegameboardtodecidewhowillget bothcards.(Ifyouhavecardsinthe equalbox,thewinnerwillgetallfour cards.)Ifthespinnerlandsonmore, thepersonwhohadthecardwiththe greatestdifferencegetstotakeboth cards.Ifitlandsonless,theperson whodrewthecardwiththesmaller differencegetsbothcards 6Taketurnsdrawingcards, computingthedifferences,andthen comparingtheresults 7Whenyouareoutofcards,count yourcards.Theplayerwiththemost cardswillputherstackinthemore © The Math Learning Center Bridges Breakouts nn 189 Building Computational Fluency Blackline Home Connection C Activity (cont.) © The Math Learning Center 13 13 14 14 –8 –4 –9 –6 Up to Ten Cards page of Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Cutoutcardsalongsolidlines 190 nn Bridges Breakouts 1 1 12 12 –7 –8 –4 –5 Building Computational Fluency Blackline Home Connection C Activity (cont.) Bridges Breakouts nn 191 16 17 17 12 –9 –8 –9 –7 Up to Ten Cards page of Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card Cutoutcardsalongsolidlines © The Math Learning Center 15 16 –8 –6 –8 –7 Building Computational Fluency Blackline Home Connection C Activity (cont.) Up to Ten Cards page of 192 nn Bridges Breakouts Up to Ten Card Up to Ten Card Up to Ten Card Up to Ten Card 15 11 –6 –5 –9 –5 Cutoutcardsalongsolidlines © The Math Learning Center less more more Up to Ten Game Board Home Connection Activity (cont.) equal less Building Computational Fluency Blackline © The Math Learning Center Bridges Breakouts nn 193 Building Computational Fluency Blackline Home Connection C Activity (cont.) Ten-Strips 194 nn Bridges Breakouts © The Math Learning Center Building Computational Fluency Blackline NAME DATE Home Connection C H Worksheet Up to Ten Solvethefollowingsubtractionfactsusingtheuptotenstrategyoranother strategythatworksforyou 13 –8 _ 15 –9 _ 11 –5 _ 16 –9 _ 17 –8 _ 12 –4 _ 16 –7 _ 11 –8 _ 15 –6 _ 14 –9 _ 14 –8 _ 17 –9 _ 13 –4 _ 14 –6 _ 12 –7 _ 11 –7 _ 14 –5 _ 12 –5 _ 15 –8 _ 13 –6 _ © The Math Learning Center Bridges Breakouts nn 195 ... Building Computational Fluency, Grade 5-6 Building Computational Fluency, Grade Building Computational Fluency, Grade Building Computational Fluency, Grade Bridge Design & Construction: Data Collection... 131 131-1 32 133-144 145 147-158 159 161-170 171 1 72- 173 174 175 176 177-178 179-185 187 188-199 Building Computational Fluency, Grade Overview Building? ? ?Computational? ? ?Fluency,? ? ?Grade? ? ?2? ??isasupplementdesignedtoprovide... More worksheet 99 100 100 100 101 1 02 103 104 105 106 106 106 107 108 109 110 110 111 1 12 113 114 114 114 115 117 118 118 118 119 120 121 123 124 124 126 127 128 Section Fact Fluency Supplement