Make the best use of the Online Game video tips

Part 1 of 4 First steps in making the best use of the Online Game

After students are set up in the Rocket Math Online Game there are things a teacher should know about how to do, in order to make the best use of the Online Game. This video explains several key features of the Online Game and how to manage those from the teacher dashboard. Includes how to
  • log into your account,
  • print the Parent Letter,
  • print the Color in Rocket Chart,
  • enable Learning Track alerts,
  • change Learning Tracks,
  • and  change Teacher Mgrs.

Part 2 of 4 Use the fluency data from 1 min races to make best use of Online Game

To make the best use of the Rocket Math Online Game the teacher should collect data from the scheduled 1-minute races (tests, really) as students work through the A to Z curriculum. Improved fluency is demonstrable with data. Teachers can also assign 1-minute races to measure fluency progress on a weekly basis if they choose.

Part 3 of 4 Is the game speed too fast?

Making the best use of the Online Game

Many students do not realize they can remember math facts instead of figuring them out over and over. The Rocket Math Online Game purposely goes too fast to figure out answer, they must be recalled, so they have to be memorized. Once students begin remembering the answers they can go fast and they really enjoy math much more. The Online Game is designed to help make that happen. How to use the game’s calculated “Difficulty Score” to tell which students really do need more than 3 seconds to answer.

Part 4 of 4 Motivating your students to make the best use of the Online Game

Teachers should support the work of learning math facts by recognizing students as they work through the A to Z levels of the Rocket Math Online Game. Providing students with the Color in Rocket Chart is the first step. Publicly awarding Learning Track Certificates when students finish is another. The Toughness Certificate is another form of recognition. Keeping the length of time that students can play shorter than they want it to be, is another way of motivating the practice necessary to learn this vital skill. Ultimately the teacher’s attitude about how important this work is will make the difference in motivating students.