Daily Math and xtramath.org
The "Daily Math" is an activity that we will do 4 or 5 times a week. There are ten questions for the students to complete They complete what they can as accurately as they can in pencil. Then the students will take out their checking pens. We will go over all of the problems together, and talk about them. Students then turn in the assignment. They receive the full 10 points if they made all the corrections with the class. Students also chart their progress. As this series of activities repeats similar concepts, I hope that their scores will increase over time. The first few Daily Math papers, students may only have one or two correct on their own.
xtramath.org is our systematic approach to learning our math facts. I am expecting fourth grade students to already know their addition and subtraction facts. As a class, we will start our fact practice with multiplication. The students will practice in school 3-4 times a week on this web based program. The program automatically updates the percent of facts that they have mastered. Shows a grid of facts mastered, facts known, and ones that are consistently incorrect. We will still occassionally do a 5 minute timed written test in the classroom, as a way for me to monitor. As students master multiplication, they will be moved on to division. Since division is the inverse(opposite) of multiplication, the students seem to reach mastery quicker on division.
xtramath.org is our systematic approach to learning our math facts. I am expecting fourth grade students to already know their addition and subtraction facts. As a class, we will start our fact practice with multiplication. The students will practice in school 3-4 times a week on this web based program. The program automatically updates the percent of facts that they have mastered. Shows a grid of facts mastered, facts known, and ones that are consistently incorrect. We will still occassionally do a 5 minute timed written test in the classroom, as a way for me to monitor. As students master multiplication, they will be moved on to division. Since division is the inverse(opposite) of multiplication, the students seem to reach mastery quicker on division.