This document discusses a proposed instructional strategy to help elementary students master basic math facts like addition and subtraction up to 10. It notes that current teachers are struggling to systematically teach these foundational math skills. The strategy would provide supplementary materials for students and training for teachers. It aims to help students meet state performance expectations and alleviate issues that arise when students progress without having mastered earlier math content.

1. MATH FACTS By: John Reichmann, Heidi Dill, and Krystyn Richards

2. Problem-Finding-Problem Solving Assessment Rationale: In the new Washington State Math Performance Expectations for 1 st grade, students are required to quickly recall their addition and subtraction math facts from 1-10 at the mastery level (OSPI). Through interviews with several classroom teachers, we have noticed that teachers are struggling to find a way to systematically cover math facts to the mastery level.

3. Rationale continued… This is a concern that effects all the grades, not just first grade. As students are unable to master the basic math facts, they will progressively get further and further behind as the math builds on the previous year’s material (Burns, 2007). Instructional Training Instructional training will be focused on how to use the materials. Overall, there is very little training the instructors will have to do to use the material.

4. Instructional Training Needs Students will need to have a solid understanding of basic number sense. Students also will need to be able to understand what it means to add and subtract numbers. Teachers should have a basic grade appropriate knowledge of material.

5. Non-Instructional Needs Instructional needs are as follows: Time. Parent support with daily math fact practice. Funding of materials. Collaboration time. Administration approval.

6. Learning Environment The characteristics for teachers and trainers using our instructional strategy are focused around classroom teachers at the elementary level. The math fact material is supplementary to the district wide math curriculum. Students will be learning strategies based on essentialism philosophy, where students will learn how to memorize, recall and transfer their learning.

7. Learning Environment The following materials would be available to the students and their parents: Computers, math software, board games, math bags, flashcards, and technology time. The instructional strategy is geared towards the elementary public school classrooms to assist in meeting the performance expectation. The focus will be on addition, subtraction, and multiplication.

8. Learning Environment The schools system adheres to set state mandated expectations. The proposed instructional strategy would be a supplementary elemental piece of instruction that will assist in helping our students meet the expectations and goals for the grade. Students will be expected to master the math performance expectations before the next grade. If the math facts are not mastered, it is the responsibility of the next years teacher to bring them up to grade level.

9. Characteristics of the Learners 20-25 students per class. Variety of SES students, IEP’s, motivation, household support, and homework.

10. References: OSPI (http://standards.ospi.k12.wa.us/ResourcesOfPE.aspx?subject=7,PE&gl=2&content=102&pe=602) Burns, M. (2007). Nine ways to catch kids up. Educational Leadership. V65, 3, p. 16-21.