Math

     Reflex Math letters went home with students last week. Reflex Math is a computer based program that helps students to practice addition and subtraction facts using times math games. Using Reflex Math is one way students will build fluency with their math facts.  We are also learning several fluency strategies, which are  included on this math page just below this post.  In time, once they get used to the program, we will expect students to use Reflex Math at least 2 times a week at home, and once a week in school. Students can always use it on the weekend when there isn’t other homework to be done. Studies have shown that using the program at least 3 times per week until they get a green light in the top right hand corner will help increase addition and subtraction fact fluency. Each session lasts about 20 minutes. If they do not get a green light the work they’ve done doesn’t count towards their goal of 100% fluent.  We will monitor their usage of Reflex Math regularly. You can make a parent account by visiting the Reflex Math Site, scrolling to the very bottom and clicking the link that says "Sign up for a free Reflex Parent Account today!" You may also click this link to access the parent account;.http://www.reflexmath.com/parents.   Students can access the program by logging onto The WLC Media Site or  http://www.reflexmath.com/. Letters came home with log on information, but our class User Name is Mrs. Costa, they will pick what homeroom they are in, and their password is their lunch/library number. Please let Mrs. Costa know if you have any questions!

FLUENCY

Our current math unit is fluency with addition and subtraction facts. This  means students will develop a deeper understanding of fact fluency in order to increase their speed and accuracy with solving simple math equations.  We're learning different tools, strategies, and games which students will use to help build fluency in a fun way.

Students are learning

• All the ways to Make a 10; (1+9, 7+3, 6+4, 3+7, etc.)
• Students can now use the make a ten strategy to solve larger problems. For example, if they come across 64 + 8, they now know they can take 6 away from the 8 to make 64 into 70 (a multiple of 10), then they have 2 left over from the 8. 64 + 8 is the same as 70 + 2 and it equals 72.
• How to easily Add any number to 10; (8+10, 10+4, etc.)
• How to add or subtract using Open Number Lines
• How to Count On when Adding; (6+4 = 10 because I start with the larger number in my head and count on 4 more, 6..., 7, 8, 9, 10)
• How to Count Up when Subtracting; (8-3 = 5 because I start with the smaller number in my head and count up to the larger number, the number of jumps I go, fingers I put up, or numbers I count is my answer, 3..., 4, 5, 6, 7, 8)
• Commutative Property (turn around facts, If 6+4 = 10 then 4+6= 10)
• Fact Families / Number Bonds (If 9+4=13 then 4+9=13 and 13-9=4 and 13-4=9)
• It is very important that students understand the relationship between numbers that are part of a fact family. Often times when we have a more difficult subtraction problem we can use addition to solve that problem like in the example below.
• "Mrs. Costa's class had 71 Caught U's this week. Mrs. Wilson's class had 47 Caught U's. How many fewer Caught U's did Mrs. Wilson's class have?
• This should be set up as 71 - 47, but that can be tricky to solve at this point in grade 2. We are teaching students to use what they know about the fact family. They can start at 47 and count up until they reach 71. This can be done on an open number line and is using addition to solve the subtraction problem.
• When students have a deeper understanding h=of how to numbers within these problems relate to each other they become much more fluent in solving problems.
• Please let me know if this is unclear.