These are the basic single digit Multiplication facts 1s through 9s. Each of the 26 levels, A through Z, introduces two facts and their reverses. You can see in the picture above of Set C, I have outlined the new facts in red.
Students practice orally with a partner, reading and answering the facts going around the outside of the sheet. The partner has the answer key. Then the two students switch roles. After practice everyone takes a one minute test on the facts in the box–which are only the facts learned up to this level. Each student has individual goals based on writing speed, but no one can pass a level if there are any errors. You must give the special Writing Speed Test to set individual goals for your students.
Students should be able to pass a level in a week, if they practice the right way. To the right you can see the sequence of facts that will be learned in the Multiplication 1s-9s program. The program uses the four forms–that can be found in the forms and information drawer.
The most succinct way to be introduced to this program is this 8 minute video.
With everyone’s initial order of Wall Charts we send 4 sheets of star stickers (over 750) for each Wall Chart ordered. But what if your school has somehow run out of star stickers for the Rocket Math Wall Charts? Order Item #2007 and we will send you 40 additional sheets of star stickers–over 7,500 stickers.
A fact family includes both addition and subtraction facts. This program is Part 2 of Fact Families, coming after Fact Families 1 to 10. You can see to the left the 18 examples of fact families taught in this program starting with Set A; 11-2, 11-9, 9+2, & 2+9. The sheet shows the sequence of learning facts in the new Rocket Math program Fact Families Part Two 11 to 18 (+, -). Each set that students learn from A to R adds just one fact family to be learned, so it isn’t too hard to remember. (That’s the Rocket Math secret ingredient!)
Learning math facts in families, is gaining in popularity these days. Logic suggests that this would be an easier way to learn. However, the research is not definitive that this is easier or a faster way to learn facts than separating the operations and learning all addition facts first and then learning all subtraction facts. But learning in fact families is a viable option, and I wanted to have it available for Rocket Math customers.
Part Two is a Best fit for second grade. These facts come after the facts in 1 to 10, typically learned in first grade, so these are best for second grade. The 25 fact families in 1s through 10s facts are just enough for one Rocket Math program. It is a good and sufficient accomplishment for first grade. With the 11 to 18 in Par Two for second grade there will be a lot of review. In fact sets S through Z are all review. I have heard that some first grades prefer to keep the numbers small but to learn both addition and subtraction–so this program accomplishes that.
I added Fact Families Part Two 11 to 18 (+, -) to the Universal subscription in August of 2018 bringing the total number of programs in the Universal subscription to 19 (the basic four operations and 15 more!). As always, new programs are added to the Universal subscription without additional cost as soon as they are available.
I most sincerely want students to be successful and to enjoy (as much as possible) the necessary chore of learning math facts to automaticity. Please give me feedback when you use this new program, Fact Families 11 to 18 (+, -), as to how it goes for the students.
After becoming fluent with subtraction facts the best way for students to retain the knowledge of those facts is by doing subtraction computation. If students have not been taught subtraction computation, Subtraction–Learning Computation breaks it down into 18 small, easy-to-learn steps that are numbered in a teaching sequence that leaves nothing to chance. Even better the instructional materials include an assessment of all the skills in subtraction computation in order, so you can test the knowledge of the student(s) before beginning instruction to see where to start. You can use this assessment to find very specific “holes” in student skills and then have the exact problems and explanation to fill that hole.
Note that the number for each skill gives the grade level as well as indicating the teaching sequence. Skill 3b is a 3^{rd} grade skill and after skill 3g is learned the next in the sequence, skill 4a is best taught in fourth grade. Minor changes have been made, but for the most part, the sequence of skills is drawn from M. Stein, D. Kinder, J. Silbert, and D. W. Carnine, (2006) Designing Effective Mathematics Instruction: A Direct Instruction Approach (4^{th} Edition) Pearson Education: Columbus, OH.
(1b) Subtract from 2 digits; no renaming.
(2a) Subtract from 2digits; renaming required.
(2b) Subtract from 3 digits; borrow from 10s.
(3a) Subtract from 3 digits; borrow from 100s.
(3b) Subtract from 3 digits; borrow either place.
(3c) Subtract tens minus one facts.
(3d) Subtract from 3 digits; zero in 10s; borrow 10s or 100s.
(3e) Read and write thousands numbers, use commas.
(3f) Subtract from 4 digits; borrow from 1000s.
(3g) Subtract from 4 digits; borrow once or more.
(4a) Subtract from 4 digits; zero in 10s or 100s column
(4b) Subtract from 4 digits; zero in 10s column, 1 in 100s.
(4c) Subtract hundreds minus one facts.
(4d) Subtract from 4 digits; zero in 10s and 100s column.
(4e) Subtract 1, 2, or 3 digits from 1,000.
(4f) Subtract 5 and 6 digits with borrowing.
(5a) Subtract thousands minus one facts.
(5b) Subtract from a number with four zeroes.
For each skill there is a suggested Teaching Script giving the teacher/tutor/parent consistent (across all the skills we use the same explanation) language of instruction on how to do the skill. My favorite part is the rule students are taught for when to borrow (often confusing for students): Bigger bottom borrows. Simple, easy-to-remember and consistently correct. The script helps walk the student through the computation process. For the teacher, in addition to the script, there are answer keys for the five worksheets provided for each skill.
Each worksheet is composed of two parts. The top has examples of the skill being learned that can be worked by following the script. After working through those examples with the teacher the student is then asked to work some review problems of addition problems that are already known. The student is asked to do as many as possible in 3 minutes—a kind of sprint. If all is well the student should be able to do all the problems or nearly all of them, but finishing is not required. Three minutes of review is sufficient for one day.
There are five worksheets for each skill. Gradually as the student learns the skill the teacher/tutor/parent can provide progressively less help and the student should be able to do the problems without any guidance by the end of the five worksheets. There are suggestions for how to give less help in the teaching scripts.
(12) Make certain students remember how to make corrections when practicing Rocket Math. Display these 18 x 24 inch posters on the walls in a dozen classrooms and use it to teach students how to make those all-important corrections for errors and hesitations. A $216 value.
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