learning Archives - Rocket Math

Things-to-look-for (any time of day) for Rocket Math implementation

Posted on March 5, 2023March 5, 2023 by Dr. Don

Evaluating a Rocket Math implementation when you aren’t observing Rocket Math in action.

Most of the time when you go into classrooms, something other than Rocket Math® will be going on. These are the things you can check on even when there are no students in the room. There are eight indicators you can see by looking at student folders. There are four indicators while looking at the Rocket Math filing crate. There are additional indicators to look for if there is a Wall Chart being used or if there are Race for the Stars games in the room. Here’s a link to the checklist.

Look at several Student Folders

(1). Students all have folders that appear to be used daily. The folders are the heart of the organizational system. Students should keep their materials in the folders and keep track of their progress on the folders. Whether the students keep folders in their desks, cubbies, or are collected each day, there should be some signs of wear and tear.

(2). Rocket Charts on student folders show dates of each attempt to pass a level. Each day when students take a 1-minute timing test to try to pass a set of facts, they should write the date of the “try” on the Rocket Chart on the front of their folder. Without this record you cannot tell if a student is stuck because he or she has missed two weeks of school, or if students are only doing Rocket Math® twice a week (not recommended!), or if a student has exceeded six tries without intervention.

(3). Rocket Charts on student folders are colored in when passed. Coloring in the row on the Rocket Chart for the fact set that was just passed is the primary reinforcer of all that hard work. It is essential that students are given the time (and the colored pens, pencils, or crayons) to celebrate their success. Don’t get fooled by the older students or the students who are “too cool” to color in the chart. Even if they only want to color in the row with their regular pencil, students need to be told that they have accomplished something important, and giving them the time to color in their chart is a critical component of the program. This is way more important than you might think. You can also praise students who have accomplished a lot or who have just passed a level. Hearing from an administrator or coach about progress in math facts sends a huge message regarding the importance of the task.

(4). Student folders include packets of answer keys on colored paper. In order to practice correctly, each student’s partner needs to have an answer key in front of them when practicing. Each student needs their own answer key packet (so they can practice with someone who doesn’t have that answer key or with a volunteer who has no answer key). All the answer sheets for their operation should be copied and stapled into a booklet so students don’t have to go hunting for answer keys. Having the answer keys copied onto a distinctive color is important for teachers to be able to monitor paired practice. When students are practicing, each pair should have one student with answers (in that distinctive color) and the partner without the answers (on white paper). Any variation of this means the students are not practicing correctly—and that should be easy for the teacher to spot. Additionally, if a teacher is ready to begin testing and sees a hot pink paper on a desk, the teacher knows someone has answers in front of him or her.

(5) Student folders have the next sheet ready before starting practice time. Some system needs to be put in place so that the limited amount of time available for students to practice is NOT taken up with all students trooping up to the crate to get the next practice sheet each day. The recommended system in the Teacher Directions is to refill student folders when they pass a level, after school, with a packet of six sheets. That way the only time teachers have to handle folders is when students pass and they check the “pass” for errors and refill with a new packet. Many other ways of refilling student folders are possible, but no matter the process, students should have a blank practice sheet or set of practice sheets in their folder—which you would see when you check folders.

(6). Students have clear goals indicated on goal sheet. After students complete the Writing Speed Test, they are to have goals set for their daily 1-minute timing. The goal sheet should be stapled to the inside left of the student folder, the goal line circled, and the 1-minute goal written at the bottom of the sheet. The goal may be crossed out and a higher goal written in if the student has consistently demonstrated the ability to write faster than the original goal. Sometimes, teachers also write the goal on the front on the Rocket Chart, but the student’s goal should be clearly indicated. If not, it may be arbitrary or inappropriate (the same for all students, for example).

(7). Individual graphs are filled in because 2-minute timings are happening. Every week or two, students should be taking the 2-minute timings. These timings are a progress monitoring measure. They could be used for RTI or for IEP goals, or for any other time when a curriculum-based measurement is useful. At least they can demonstrate to us (and to the students) whether they are making progress in learning math facts in a given operation. As students learn more and more facts in the operation to a level of fluency and automaticity, they will be able to write answers to more facts in the operation on the 2-minute timing. Each time they take a 2-minute test, they should count the number correct and graph that on the graph stapled on the inside right of their folder. Each test is graphed in the correct column for whichever week of the month the test was taken.

(8). Individual graphs show upward trends as students are learning facts. Once students are taking the 2-minute timings regularly, it should be easy to see a trend. It should be going up, even if somewhat unevenly. For example, scores might go down after the long December break, but they should recover after a couple of weeks. If these graphs do NOT show an upward trend, something is wrong. Practice may not be being done for long enough (less than 2 minutes a day), or frequently enough (only three times a week), or students may not be practicing correctly (not fixing hesitations and errors). If only one or two students have flat graphs, those students will need something more. The individual graphs will be your indication that there is something amiss. You will just have to figure out what could be wrong. This should lead you to do some observations during Rocket Math^® practice in that classroom.

Look at the Rocket Math file crate

(1). There is a crate or set of files for each operation practiced in the room. Each operation fills a crate and requires a different set of files. In any classroom where not all students are working on the same operation, there will need to be more than one set of files. Sometimes, teachers who have only one or two students in an operation may use the files of a neighbor teacher, but that should be only a temporary fix. The rule is that there must be a crate for every operation being practiced in that class.

(2). Rocket Math^® crate is filled and organized from A–Z, complete with tabs. As of the 2013 version of Rocket Math^®, every operation goes up to the letter Z. So each crate should have hanging folders with tabs showing the letters A though Z. Tabs are important to save time finding sheets and filling folders. If the files are a mess, out of order, no labels, or some letters are empty, valuable practice time will be used up trying to find the right sheets. If everything is labeled, and there are sheets in each file, then efficiency is a possibility. The Rocket Math store has tabs for sale if you need them.

(3). Rocket Math^® crate has 2-minute timings numbered 1–5. In order to make sure that teachers do the 2-minute timing and monitor progress readily, they need to have class sets of the 2-minute timings (1 through 5) available in the crate. This is easy for you to check. If they are not there, it is likely that the 2-minute timings won’t be done as regularly as they should be. It is important for those timings to be done so you can see if all the students are making good progress.

(4). Teacher has a hard copy of the directions available for reference. The best place to keep the directions is right in the crate, so they are handy at any time. We have found that most of the time, when teachers are not doing things as they should in their Rocket Math^®implementations, they don’t have a copy of the directions. When teachers don’t have the directions handy, they will ask a colleague how to do things. Unfortunately, this is like a game of telephone and typically doesn’t end well. Being sure that every teacher has the directions available for easy reference goes a long way toward proper implementation. It also allows you to pick up the directions when you are in the room and point something out to the teacher or to reference an appropriate page number in the directions in your notes to the teacher.

You can print the Teacher Directions from the virtual filing cabinet, in the Forms and Information drawer, under Rocket Math Teacher Directions. You can buy printed copies from RocketMath.com/shop. There are additional things to look for on the form but they are optional and go with supplemental parts of the curriculum.

Seven steps to an exemplary Rocket Math Worksheet implementation

Posted on February 4, 2023January 26, 2024 by Dr. Don

You know already what should be happening.

This article assumes you have read the Rocket Math Teacher Directions yourself, so you know how things should run. You can also read the Administrator and Coach Handbook for more ideas on how things should be running. These helpful manuals can be purchased at their link, or available for free in the virtual Rocket Math Worksheet filing cabinet–in the Forms and Information Drawer. You’ll also need to have done observations using our observation form and checklist. You should already know what things need to change–this is about how to make that happen.

How to make change happen.

These are recommendations as to how to get an implementation of Rocket Math® running smoothly, correctly, and effectively—without unduly annoying your teachers. How can you get every teacher in your building to abide by all the critical features of Rocket Math®? If teachers feel criticized, they will begin to resent the program and you. On the other hand, teachers (especially good teachers) are highly self-critical and, if they understand what should be happening, will enthusiastically self-correct a lot of details without you having to point out their errors. So here are seven steps to getting more of the enthusiasm and less of the resentment.

1. Choose one procedure to change at a time.

There may be several things not being implemented the way you would like (or as is outlined in the Teacher Directions). The temptation is to assign everyone to read the Teacher Directions and then follow them. Ask them to read the directions, yes, but they will need help to actually improve. To begin, just pick one concrete procedure that you want everyone to be sure to do the right way. Pick the most important one—as best as you can. Start with the top four of the observation form (shown here).

2. Talk about it first.

Always talk about needed details or techniques in a staff meeting before “noticing” the problem in any particular teacher’s room. If you see a problem in one or more classrooms, don’t ask those teachers to change as your first response. Instead, talk about what should be happening, in a staff meeting, without saying anything about those who weren’t doing it right. Describe clearly what you want teachers to do. Consider writing it down and passing it out as you talk about it. You may even need to have teachers practice it in a role-play scenario in small groups. This can be done for just a few minutes.

3. Give the rationale.

Whenever you talk about a feature or a technique you want teachers to do, explain WHY it is important. Explain it in terms of student learning. (The rationale is in the Administrator & Coach manual and in the Teacher Directions also.) Teachers want their students to succeed, so if you explain why it is important for the kids, the teachers will see the reason for doing it the right way. Have some discussion with the staff to make sure everyone knows both what you want and why it is important to learning.

Note: If you have a staff that doesn’t readily discuss, give them the questions you would ask, break them into groups to come up with an answer for each question, and have the groups report out.

4. Give a “heads up” that you’ll be observing.

At the end of talking in the staff meeting about the change you want to see, let everyone know that you will be visiting classrooms during Rocket Math® to see how things are going. If the change that you are looking for requires preparation, give a week’s notice. If it is just a way of doing things that can be changed immediately, start observing in the next day or two.

5. Follow through with praise first.

After observations where you see people doing what you wanted to see, be sure to tell them personally how impressed you are with their ability to implement a new idea so quickly or so well or with such enthusiasm. At the next staff meeting, after the end of the first observations, praise the people who are doing things well. If more than ¾ of your staff is doing it correctly, you can move on to observing for something new. If less than ¾ of your staff is doing the one specific thing correctly, then revisit the change and let your staff know that you will be visiting again within the next few days. Be sure to follow through with your visits.

6. Follow through with individual help.

Once you are down to a small number of staff members who are NOT implementing the change you want to see, it is time to offer more help to each of them. Once you see for the second or third time that a teacher is not implementing what is expected, tell them what you saw instead, and ask what you can do to help.

Be genuine. More often than not, teachers do not implement correctly because they don’t exactly know how, but were afraid to ask. Ferreting out what the stumbling block is, finding out what’s getting in the way of a good implementation, is the best use of your time. Sometimes, just role-playing what to say or do is needed. Sometimes resources are missing or haven’t been requested. Sometimes a method of organizing better is the key. Often, another teacher will have the key as to how to implement something—so don’t hesitate to use peers to support one another.

You should know that Rocket Math® done correctly will work. If you can get a teacher to do this well, they will be reinforced by the results. Students will end up being more successful, and that is very rewarding to any teacher who really cares. Staying with a teacher until the details are right will end up being worth the time—for you, for the teacher, and, most importantly, for the students.

7. Celebrate 100% implementation.

Keep track of the new things you’ve asked to be changed. Keep track of how many teachers are implementing. Keep praising those who are coming on board. Finally, celebrate when everyone “gets it.” Find a memorable way to celebrate the victory. Some people even create a “bragging list” of all the new procedures that were implemented to mastery by all the teachers in the school.

How best to do peer teaching?

Posted on July 27, 2022September 16, 2022 by Dr. Don

Why use peer teaching?

Compared to one teacher talking and a classful of students listening, peer teaching can greatly increase student engagement, and can massively increase time-on-task. Listening to a room full of students working together, practicing, and learning in pairs can be a thing of joy. If it is done right, there is nothing more effective for student learning. Research has shown that not only the student rehearsing but also his partner, the student checking the facts, learns from the process. Because all students can be fully engaged, a lot of practice can be accomplished in a short amount of time. However, sessions have to be structured carefully, and the task has to be something that lends itself to peer teaching.

What tasks lend themselves to peer teaching?

Peer teaching can’t work if neither student knows the material to be learned. You’ll have paired activities, but it won’t enhance or develop learning. Tasks that involve practice and review of previously taught material do lend themselves to peer teaching. Even better are tasks in which one student can have the answer key. You can be sure the correct answers are being learned with an answer key. Being corrected when you make an error is a key to learning, and that is not likely to happen without an answer key. The Rocket Math Worksheet Program is a good example of peer teaching. It involves paired practice of math facts, where one student practices and the other checks on an answer key.

How do you set up peer partners?

If you want to accomplish learning rather than facilitate socializing, you must set up peer partners. There is a saying, “Water seeks its own level.” This is definitely true of student pairs. Left to their own devices, the hard-working, conscientious students will pair up; unfortunately, the goof-offs will also pair up. And they won’t get anything accomplished. If you have an activity where it doesn’t matter what they accomplish, then it’s fine to let students pick their partners. But when you want them to be on-task and learning from the activity, you must set the partners.

Order your class list by focus and responsibility from top to bottom, then divide the list in half. Match the second half with the first half so that top students go with middle students and middle students go with bottom students. (See the picture to the right to get the idea.)

You want to have a responsible, on-task type student in each pair. You can avoid bitter enemies or students who have had problems in the past. But you do not need to match students up with their friends. They are here to practice, not to socialize. Also, do not give in to students who complain about their partners. Tell them “This is going to give you a chance to practice your ‘niceness skills’ which are important to learn. Even if you don’t like them, just do your work and practice your ‘niceness skills.'”

If you do have a volatile situation, you can change the partners, but be sure to change several pairs to obscure the real reason for the change. If students realize they can get out of having a partner by creating a bunch of drama, you’re in for a long year.

How do you avoid a lot of time lost in transition?

Once you’ve set up the partners, you have to set up a routine for “getting with your partner.” You can have a bunch of different solutions for getting with your partner. Some students may just turn around, while others bring a chair, and still others meet at a different part of the classroom. You need to explain to each student in each pair how they will “get with your partner.”

Then once you have established that, you need to practice several times in row, “getting with your partner.” You want them to move smoothly and quickly, arriving with the correct materials and getting ready to begin immediately. Students must practice this several times, and perhaps a couple of days in a row. You want to stress that this should happen quickly and quietly. This is not a time to catch up with your friends or visit a new part of the classroom. Prompt the students with something like this, “Getting with your partner should happen how, everybody?” Students should answer with, “Quickly and quietly.” Then consider timing the transition to go for a record. You will be amazed at how quickly this can happen if everyone is focused, and a routine has been established. When you have quick and quiet transitions in your room, that’s the mark of a real pro!

How can you ensure effective practice and corrections?

You are going to have to teach an explicit set of procedures to students, so they know how to engage with each other. You will need to explain how to practice as well as how to correct errors. Then after teaching the correction procedure, you will need to make ALL of your students model the correction procedure. You do this by role-playing yourself as a student and calling on students to be your tutor/checker while everyone listens. Then you role-play making errors, so your tutor/checker can model the correction procedure. This lets you know if students are ready to work in pairs because they have demonstrated the correct procedures working with you. Rocket Math its own script which you can use for how to get your students to model corrections.

How do you keep the students on-task?

You must make the activity into an “endless task” that can continue until you say stop. That way, everyone must keep working, and there’s no excuse to stop. If there is an acceptable reason to stop working, e.g., “We’re done,” then students will stop working. When students can finish a task, they will. What’s more, they will say they are finished (because you can’t tell) even when they are not. Some pairs may never begin. You want a situation where everyone has to be working all the time, so you can have the same expectation for everyone the whole time. This is the reason students practice facts in Rocket Math in a circle, so they just keep practicing around and around until the teacher says stop. That’s an “endless” task, which is key to keeping students on task.

You have to actively monitor the whole-time peers are practicing with each other.

Unfortunately, this is not a good time to get the attendance roster turned in. Or catch up on grading. You must treat this as an important activity if you want the students to do the same. You need to circulate among the students the whole time. You’ll need to bend down to get your ear next to their practicing so you can hear what is actually going on. You’ll be looking for student pairs that are following the approved (and modeled) correction procedure. When you hear that, stand up and publicly praise that pair so everyone can hear. “Wow, I just heard Tom and Betty doing a perfect correction procedure. They are really going to learn this material well. They are putting forth a real college effort.” Of course, if students are not on-task, be sure to remind them, and circle back to that pair soon, so they can redeem themselves by getting back on task.

How do you handle student disputes and controversy?

When a pair of students come up with a complaint, you can’t adjudicate it because you weren’t there! Therefore, repeat this mantra, “The checker is always right.” Then every time there is a dispute, repeat your mantra, “The checker is always right.” That means the checker’s ruling decides the issue, and you won’t overrule the checker, no matter how eloquent the complaint. If you keep saying the same thing all the time, like a broken record, students will come to realize you’re just going to say, “The checker is always right.” They will soon stop complaining altogether. Which will be a thing of beauty when it happens.

Peer teaching is only effective if managed well.

As you can see from the foregoing, there are several key management strategies that you need to employ to make peer teaching effective.

You need to have the right kind of task assigned and to provide answer keys.
You must set up the peer partners so that you have at least one conscientious worker in each pair.
You need to establish a routine and speedy transition for students to “get with their partner” for peer teaching to begin.
You need to teach students how to correct errors and ensure they’ve learned the procedure by making them model it.
You must set up the task to be “endless” so that no students can get off-task because they are “done.”
You must actively monitor student engagement the whole time they are working. Actively monitoring means walking around, listening to them work, and loudly praising those who are doing it right.
And finally, you have to teach them the mantra, “The checker is always right,” to settle disagreements and controversies.

If you do this right, it will become your favorite time of the day. I know because it always was for me.

To learn more teaching strategies to incorporate into your class, read my Teaching Strategie blog posts. From benchmarks to worksheets for kindergarteners, Rocket Math has all the tools to help push your students to success!

Math Fact Benchmarks: Guarantee To Meet Them With Student Effort & Rocket Math Online Game

Posted on May 11, 2022June 8, 2022 by Dr. Don

Not meeting benchmarks: what should it mean?

When it comes to learning math facts, most students have had no opportunity to learn them in a systematic way. Unless they have had an extraordinary school or an unusual teacher they have not received structured, systematic learning opportunities to memorize math facts. After three decades working in schools across the country, I know this to be the case. Without systematic practice and effort, students will not meet math fact benchmarks. They won’t meet the Common Core expectation that students will “know [math facts] by memory.” Whose fault is that? It is not the student’s fault, nor the parent’s fault. So “not meeting benchmark” should mean that here is an area where the school needs to provide some intervention to build fluency.

Are you certain your fluency intervention is effective?

The teacher and the school have an obligation to provide an intervention that is effective. Some so-called “interventions” do not reliably produce increased fluency. An essential part of using an intervention is to measure its effectiveness. [That’s why IEP goals are supposed to have measurable short-term objectives!] The best way to measure the effectiveness of a fluency intervention is with timed, curriculum-based fluency assessments.

If you measure the same way for the same amount of time, you can see if fluency is increasing. You can see that the student’s fluency is increasing if the student can complete more items during the timed test each time you measure. If the vast majority of all of the students improve in fluency, then you can be certain that the intervention is effective. The graph above shows that for Multiplication, 23,540 students have increased in fluency as they worked through the Rocket Math Online Game. See evidence from all 16 Learning Tracks here.

Rocket Math Online Game is effective

As students work through the levels in each Learning Track in the Rocket Math Online Game, they are tested after completing the first level (A), then after completing 33% at level I, and then after completing 66% at level R, and then after they finish at level Z. Each test is a 1-minute fluency test of a random selection of facts taught in that Learning Track. Therefore, the scores are comparable. When the number goes up at each point in the curriculum, you can be sure that students are increasing in fluency. The chart to the right shows site-wide data. You can see students improve on average as they work through the Learning Tracks in the Online Game. You would not expect students to meet benchmarks until they have completed Set Z in the Learning Track.

Math fact fluency benchmarks in the Online Game: 16/minute in addition and subtraction.

The 1-minute RACEs in the Rocket Math Online Game are a good way to measure math fact fluency. On average students exceed 16 per minute correct at Set Z and the average at the beginning is much less. So a reasonable benchmark is 16 correct problems per minute.

The teacher can assign a 1-minute RACE at any time and the student will need to do it upon their next login. The results will be available in the Review Progress screen as well as be exported from the button that gives “Results from Assigned races.” However, the best measure of whether a student can meet the benchmark is after Set Z, when they have completed the Learning Track. You can see the score by clicking on the pink button for exporting “Results from Scheduled Races.”

You can see the screenshot of an example of the results from scheduled races for all 16 Learning Tracks across our website. You can see the Account Average shows improvement at each level. Those scores after Set Z show that nearly all students are proficient by the end of the Learning Track. So we know that the Online Game is an effective intervention. But there’s a catch. At the Level Z test data there are no scores for students who had not completed Set Z in Multiplication. Students have to actually play the game in order to learn.

Students must participate to learn: monitor and recognize effort

Assigning an effective intervention will not help unless students are engaged and participate. Instead of reporting on benchmarks of academic achievement, why not report on benchmarks of effort? Each time students login and complete a session (five, ten or fifteen minutes in length) on the Online Game their session is recorded towards their effort score for the last 14 days. Students should complete a session every day in school and some at home for homework. In the effort rating system every four sessions completed earns a star, so 15 completed sessions over the last 14 days earned the student to the left 3 and 1/2 stars.

If you monitor the effort scores and recognize students who are putting forth great effort, you’ll get more students participating. Completing 12 sessions in the last two weeks is good effort and earns 3 stars. 16 sessions over the last two weeks would earn 4 stars!

You might consider giving out Star Effort Awards (available in the teacher section of the site) once a month for students who are putting forth super-star effort. If you reward effort, we guarantee you’ll get achievement. Soon after doing that, you’ll probably have to start awarding Learning Track certificates for students who are completing Learning Tracks. All awards are available on the admin page on Tab (K) in the main rainbow navigation bar.

The Online Game never teaches anything wrong.

Posted on December 16, 2020June 19, 2023 by Dr. Don

Are your students complaining that the Online Game said they were wrong, when they were right? This is similar to a problem we found with students and their checkers in the Worksheet Program. Bear with me a second while I explain.

In the Worksheet Program students often complain to their teacher that their checker made them do the problem over, even though they weren’t wrong. Trying to adjudicate such a dispute is nearly impossible, as veteran teachers have learned the hard way. The extra practice didn’t hurt the students and you’re going to be inundated with complaints if you try to adjudicate them. In workshops we always counseled teachers to respond to such complaints with, “The checker is always right. Just do the problem over again.”

The extra practice that the Online Game) makes a student do is never harmful. The problem and the answer that Mission Control gives is never wrong. When students complain to you about the game telling them a right answer was wrong, just tell the student, “The game is always right. Just do the problem over again.”

The Online Game only says right answers, so it’s not wrong.

The correction procedure says both the problem and the correct answer. Students may say, “But, that’s what I put!” They are not confused. They are just complaining that they were “unjustly” corrected. An unjust correction is relatively unimportant compared to an actual error.

The program never says a student’s answer is “wrong.” The game does a correction whenever it does not process the correct answer within the time limit. The student may hit the correct answer just a fraction of a second too late to be processed by the game. Even though correct, the game will say “Time’s Up” and do a correction.

Sometimes a student misses the button they mean to hit, they make a “typo,” and the game buzzes and the screen shakes “no.” Sometimes, a glitch occurs and it skips ahead to the next problem and processes the last answer as incorrect. However, the game can only say a problem and its correct answer as those are the only words that are recorded. There are no recorded errors. For example the game will say, “Six plus two equals eight. Go again.” After that the game waits for the student to enter the correct answer AND waits for the student to hit the checkmark. No amount of arguing, “But that is what I put!” or “But that wasn’t the problem I was answering” will change it.

The extra practice caused by an “unjust correction” is not harmful.

Students should listen to Mission Control while it is displaying and saying a problem and the correct answer. Then the game will show the problem just stated without the answer. Students will know what they should do. They should just enter the answer and hit the checkmark. Students should just do the problem over again regardless of whether or not they think they entered the right answer. The game never says anything incorrect and the extra practice won’t hurt them. While an unjust red “X” for an error seems terrible to students, it will not do anything other than give them more practice, which is good for them.

We offer a $50 gift certificate to the store of your choice if you can capture an error by the game on video, as we have never seen the game make an error and can’t replicate the problem.

The Wall Chart motivates and prevents unhealthy competition.

Posted on November 4, 2020August 25, 2023 by Dr. Don

The Rocket Chart gives students a visible sign of their success.

Students working in Rocket Math begin to see themselves as clearly successful. Being able to color in the levels of their Rocket Chart as they pass them, makes their progress visible. As they color in the Rocket Chart they become very invested in their progress through the levels. They are naturally proud of their accomplishments. Whenever Dr. Don visits a classroom, students want to tell him what level they are “on” if they get a chance.

Competition may develop to unhealthy levels

However, not all students progress really quickly or easily, while others surge ahead. Sometimes, unhealthy competition may develop among students sometimes. Some students begin to feel really bad about their slower progress. Worse yet, some students in the lead may begin to act arrogantly or disrespectfully. The Rocket Math Wall Chart is designed to curb that competition and to build a sense of esprit de corps.

The Wall Chart puts all the students on the same team.

Over 700 star stickers come with the Wall Chart. Each time a student passes a level the teacher awards them with a star sticker, which they take up to the Wall Chart and put into one of the squares in the chart. Students fill the chart from the bottom up. The teacher sets a goal in a few weeks, which date is marked on the goal arrow, and the goal arrow is placed a couple of rows up from where the students are now. (You can just see that in the picture above.)

Students develop pride in their whole class.

If the students fill in the squares up to the arrow–before the date specified on the arrow–they earn a group reward such as extra recess time, or music during math, or a congratulatory note home, or a popcorn party, etc. In this way, each time a student passes a level they are putting up a score for the whole team. It is good for everyone. The teacher is able to praise the class for their hard work and accomplishments, and the whole class is able to feel good about their collective effort.

The Wall Chart shows visitors (like principals) how well the class is doing.

Passers-by as well as interested administrators can praise the class as a whole for their successes with Rocket Math. A savvy administrator may reward the class with a “free space” to help themselves keep track of progress. See this blog. In many schools, classes post their completed Rocket Chart on their door with all 725 stickers in place! The Rocket Math Wall Chart becomes a focus of pride and recognition for the whole class. The Rocket Math Wall Chart (#2005) includes directions, plenty of star stickers, four goal arrows, and the chart itself. They are cheaper by the dozen if you need more.

What’s the best order or sequence to do Learning Tracks?

Posted on May 29, 2020January 20, 2023 by Dr. Don

Learn the Basics (add, subtract, multiply, divide) first.

Basic, optional, and alternative—there are a lot of different Rocket Math programs to help students learn math facts. A common question teachers ask is in what sequence should they teach the various Rocket Math programs? The basic programs of Addition, Subtraction, Multiplication, and Division (0-9s) have priority and must be mastered by all students. Addition in the first grade. Addition and Subtraction in the second grade. Multiplication (as well as Addition and Subtraction) by the third grade. Then, all four, including Division by fourth grade. If a student is on track, those basics have first priority.

Optional programs if the basics are already on track

The rest of the programs are optional and should be offered to students once the basics have been mastered and only then. The only exception would be in a school where Kindergarteners did not get a chance to learn how to quickly and easily write numerals, through using the Rocket Writing for Numerals program. In that case, you might take the first two months of the first grade year to run students through Rocket Writing for Numerals before beginning Addition (0-9s).

Here’s a link to a printable version of the graphic above.

Kindergarten Students have things to learn before beginning Addition Facts

There are three Learning Tracks in the Universal Level of the Worksheet Program that can help kindergarteners get ready for memorizing Addition Facts in the first grade. These programs are not like the main part of Rocket Math, because they are not set up for peer practice. Instead, the teacher leads instruction, because the little ones don’t really have good skills for working together yet. Using the Beginning Numerals Learning Track, the teacher can teach students how to use their rote counting skill to count objects and identify the numeral that goes with that number of objects. Next the Rocket Writing for Numerals Learning Track will teach students how to correctly, legibly, and efficiently write the numerals 0-9. There are 72 pages in this program, so it will take most of the school year for students to work through it. The third teacher-led learning track is Conceptual Addition. This learning track teaches students what addition is all about by teaching them to count objects to add them together. Most importantly, it teaches student how to “count-on” from a number other than one, so they can add up numbers more than their ten fingers. Click the link to see more information about that.

First-grade Students Should Learn Addition Facts

If first-grade students are taking all year to get through sets A-Z in Addition, they need some extra help. You should intervene to help students who take more than a week to pass a level. Often they need to practice better or with a better partner, and some may need to practice a second time during the day or at home in the evening.

Another intervention would be to use Rocket Math Online Game for Addition facts, as students seem to progress much more quickly in the online game. The Online Game has an adjustable game speed for first-grade students who are having trouble (their difficulty score is over 3) moving their fingers fast enough. First-grade students who finish the 0-9s can move on to the Add to 20 programs for the remainder of the year.

Second-grade Students Must Know Both Addition & Subtraction Facts

Second-grade students must have completed Addition before starting on Subtraction (0-9s). They can also test out of Addition through the Placement Probes which are available within the Addition drawer in the Rocket Math Worksheet program virtual filing cabinet. Addition has priority for second graders who cannot test out of Addition in first grade or didn’t complete it in first grade. Only after getting through Set Z of Addition, should they move into Subtraction. Second-grade students who complete Addition and Subtraction 0-9s can move on to Skip Counting or Conceptual Multiplication, which both do a great job of preparing students to learn Multiplication facts. After that students could do the Subtract from 20 learning track.

Fact Families is Another Way to Learn Addition & Subtraction Math Facts

There is another way to learn facts, through learning fact families. Instead of learning only Addition facts, students can learn Addition and Subtraction facts at the same time. A fact family consists of four related facts, for example: 3+2 = 5, 2 + 3 = 5, 5 – 3 = 2, 5 – 2 = 3.

It is challenging for students to switch between Addition and Subtraction. But it does drive home the reciprocal nature of the two. There is no evidence that it is better to learn in fact families than it is to separate the operations. That’s why we offer both alternatives. You must of course, teach the concepts of both addition and subtraction before students can learn in fact families. Students can learn Add-Subtract fact families up to 10 in first grade. Then in second grade they can learn the Addition and Subtraction upper fact families, from 11 to 18 in second grade.

Third-grade Students Must Learn concept of multiplication and then learn the facts

Third graders can begin the year working on addition and subtraction facts or reviewing them in fact families. They should NOT begin memorizing multiplication facts until after they have learned the concept of multiplication in their math curriculum or used the Rocket Math Conceptual Multiplication learning Track. After they have learned the concept of what multiplication is all about, then have them memorize Multiplication facts 0-9s. Once multiplication is mastered, if there’s time, students who need to can go back to master addition and subtraction facts.

As in Addition and Subtraction, students can learn Multiplication and Division by fact families, provided you teach both concepts first. In third grade, just the Multiply-Divide Fact Families through 20 need to be mastered. Once all three of these basic operations are under their belt, I’d recommend the Identifying Fractions learning track next followed by the Equivalent Fractions, followed by the Factors learning track.

Fourth-grade Students Should Know Both Multiplication and Division Facts

Fourth-grade students need to have completed Multiplication before going on to Division. They can also do Multiply-Divide Fact Families to 20 and then Multiply-Divide fact families from 21 on. If they complete Multiplication and Division, they should go back and do Addition and Subtraction, if those are not mastered, either straight up by operation or in families. Then students can go on to Identifying Fractions learning track next followed by the Equivalent Fractions, followed by the Factors learning track. They can go on to 10s, 11s, 12s Division, but it is less valuable than the pre-algebra skills of factors and fractions.

Fifth-grade Students & Up Need to Know All Basic Operations First, Then Branch Out

Fifth-grade students should have completed all four basic operations (1s-9s). If students have not completed these basics (and cannot test out of them with the Placement Probes), then the sequence they should follow is Multiplication, followed by Division, then go back and complete Addition followed by Subtraction. Again, as an alternative, students can learn the basic facts in families. The same recommendations hold for students in any grade after fifth.

Once students have mastered the basics (1s-9s add, subtract, multiply, divide) the supplemental pre-algebra programs are recommended. These will help more than learning the 10s, 11s, 12s facts. I would recommend this order: Identifying Fractions, then Factors, followed by Equivalent Fractions, followed by Learning to Add Integers, Learning to Subtract Integers, then Mixed Integers.

Rocket Math Worksheet & Online Game

Learn more about Rocket Math: in just 2 minutes! Rocket Math has a fun video for you to learn more about how Rocket Math works. Or check out our website at www.rocketmath.com

Here is a quick and easy chart to help understand which operation/skill students need to learn in which grade level and which Rocket Math Worksheet and Rocket Math Online Game Level they should be at.

Age	Grade	Operation/Skill	Rocket Math Worksheet	Rocket Math Online Game Level
5-6	Kindergarten	Writing Numerals	Beginning Numerals Rocket Writing for Numerals Conceptual Addition	In development
6-7	First	Writing Numerals Addition	Rocket Writing for Numerals Addition 0 through 9s Fact Families 1 to 10 Add and Subtract Add to 20	Addition Fact Families (+, -) to 10 Add to 20
7-8	Second	Addition Subtraction	Addition 0 through 9s Fact Families 1 to 10 Add and Subtract Add to 20 Subtraction 1s through 9s Add-Subtract Fact Families 11 to 18 Skip Counting Subtract from 20	Addition Subtraction Add-Subtract Fact Families to 10 Add-Subtract Fact Families from 11 Add to 20 Subtract from 20
8-9	Third	Multiplication	Multiplication 0 to 9s Multiply-Divide Fact Families to 20 Multiplication 10s, 11s, 12s Identify Fractions Equivalent Fractions	Multiplication Multiply-Divide Fact Families to 20 Multiplication 10s-11s-12s Identify Fractions Equivalent Fractions
9-10	Fourth	Multiplication Division	Multiplication 0 to 9s Division 0 through 9s Multiply-Divide Fact Families to 20 Multiply-Divide fact families from 21 Identify Fractions Equivalent Fractions Factors Multiplication 10s, 11s, 12s Division 10s, 11s, 12s	Multiplication Division Multiply-Divide Fact Families to 20 Fact Families from 21 Identify Fractions Equivalent Fractions Factors & Primes Multiplication 10s-11s-12s Division 10s-11s-12s
10+	Fifth and up	All Basic Operations Fractions Positive/Negative Numbers	Basic Addition, Subtraction, Multiplication, and Division Identify Fractions Equivalent Fractions Factors Learning to Add Integers Learning to Subtract Integers Mixed Integers	Basic Addition, Subtraction, Multiplication and Division Identify Fractions, Equivalent Fractions, Factors & Primes, Fraction & Decimal Equivalents (coming soon)

Use Rocket Math Worksheet Program or Online Tutor or both for math fact fluency?

Posted on July 18, 2019June 27, 2023 by Dr. Don

Rocket Math now has added an Online Tutor to its tried-and-true Worksheet Program. Customers ask, “Which should I use? Should I use both?”

Dr. Don’s answer is “Yes, I do recommend using both. As that opinion may appear self-serving, here’s why.”

1) Online Tutor is an easier route to math fact fluency.

Most students begin passing levels in the Online Tutor right away. They find it quicker and easier and can sometimes pass more than one level in a day. This gives the students a taste of success. The Online Tutor helps them realize they can learn facts and make progress almost from the first day. Students are then more willing to do the Worksheet Program as well. Rarely, there are a few younger students who cannot input answers within 3 seconds. They won’t be able to pass levels and will have to start over many times on the Online Tutor. When monitoring them in the Online Tutor, such students will have difficulty scores over 3. If that’s the case, the Worksheet Program is more flexible, and they may prefer that. But for most students with difficulty scores below 2 in the Online Tutor, they will require a lot less practice to pass levels with the Online Tutor than in the Worksheet Program. That means it will be easier and quicker to learn the facts.

2) The Online Tutor is easier for teachers to implement.

The Online Tutor is easier for teachers to get started using. Teachers don’t have to print out worksheets, maintain files or organize student pairs, or manage their practice. It is, therefore, easier to implement. Less than enthusiastic teachers, who might not start the worksheets, will at least start doing the Online Tutor. After they see the success of the Online Tutor and the students’ enthusiasm, they will be more willing to do the Worksheet Program.

3) The Online Tutor provides consistent quality of practice.

The Worksheet Program is dependent upon the quality of practice in each classroom. Quality of practice is dependent upon the skill of the teacher in teaching routines and getting compliance from the students in following procedures. Therefore, the quality of learning varies, whereas with the Online Tutor the quality of practice is consistent. I have had teachers report that they are seeing, in daily lessons, better fluency in facts than they saw previously with the Worksheet Program. The teachers who say that, are telling me they did not get students to practice well in their classroom. With less skilled teachers the Online Tutor is definitely better. The only variable with the Online Tutor is whether teachers give students the time to practice and if they can effectively assign homework. Both of those are issues with the Worksheet Program as well.

4) The Online Tutor checks every single fact for speed of response.

The Worksheet Program bases individual goals upon writing speed, so we are basically demanding that students write answers to math facts as fast as they can. That’s a high bar and requires a lot of practice. The bar is not as high with the Online Tutor–as everyone has the same 3 second expectation for a one digit answer, and 4 seconds for a two digit answer. If students are using a touch screen and are 8 years old, that’s not as demanding as it could be. That’s why they go through the levels faster. However, every single fact is checked for time, which we can’t do with the Worksheet Program. Because the Online Tutor checks the speed of response to every single fact, it’s more rigorous that way.

5) The Online Tutor is easier for parents to support.

Both Worksheet Program and Online Tutor can (and should!) be done at home. The Worksheet Program’s homework component is for students to bring home the worksheet they tested that day and practice with a parent or sibling, the same way they practiced in school. That takes someone’s time. The Online Tutor only requires access to a device (Rocket Math works well on parents’ phones!), and once the student logs in, the computer does the correcting and rewarding. The Online Tutor is easier for parents to support and gets a foot in the door. Once they see their child’s success and enthusiasm, parents are more willing to do the Worksheet Program. Which will provide more and better learning.

6) Worksheet Program has higher demands for math fact fluency.

Two students participating in one of Rocket Math's math fluency programs

Compared to the Online Tutor, the Worksheet Program is a bit harder to pass a level. By basing individual goals on the Writing Speed Test, we can be sure that students are answering a large number of facts as fast as they can write. This is a high bar. Generally, we see that students have to practice with their partners more time before they pass they pass a level, so students learn facts better with it. They are more solid in their knowledge of facts when they are done with an operation like multiplication in the Worksheet Program than they are if they just run through multiplication in the Online Tutor. This is a reason not to do the Online Tutor only. Of course, students are even stronger in their facts when they practice with both.

7) Saying the facts aloud in the Worksheet Program develops an important learning channel.

The purpose of learning math facts is to make it easier for students to learn and do basic computation. The Worksheet program develops verbal memory for facts. In the Worksheet Program students practice by saying the facts aloud along with the answer, without hesitation. For example, “Nine times seven is sixty-three.” Repeating these over and over day after day, creates a verbal chain in memory. Because of this verbal chain, once the fact is learned, forever after, when saying the fact to oneself, “Nine times seven is….” the answer, “Sixty-three,” pops into mind, unbidden. That’s automaticity and that’s the goal. This is another channel other than what is developed in the Online Tutor.

8) Writing the facts daily in the Worksheet Program will generalize to written computation more readily.

Math work is written, so the Worksheet Program (which is also written) is closer to how math facts will be used. Each day students get into the habit of doing math as quickly as they can. They develop the expectation that they should do math quickly. That means this program will generalize better to computation assignments. It will take longer to pass a Learning Track, but when they are done, you will see a bigger benefit to students doing math assignments when they finish the Worksheet Program than with the Online Tutor. Which is yet another reason to do both programs.

9) The Worksheet Program provides computation practice to maintain fluency.

After students learn the facts, the most important thing is to provide students with practice using the facts in computation. Many of today’s math programs have very little to no computation practice built into the program. The Rocket Math Worksheet Program has learning tracks that provide short 3-minute daily practice assignments in computation. The Learning Computation tracks have assessment so students can be placed at the right level and can gradually improve their computation skills as well as cement in those math facts so they can maintain fluency.

10) Using both the Worksheet Program & Online Tutor develops math fact fluency twice.

Because students are moving through the two programs at different rates, they will get two passes at learning the facts. That means they are getting twice as much learning. The facts will be known better and more readily called to mind during computation when both programs are used.

student counting on their fingers because they do not meet math fact fluency expectations by grade level

The Ultimate Guide to Math Fact Fluency

Posted on July 9, 2019January 11, 2023 by Dr. Don

Students counting on their fingers is a sure-tell sign that they didn’t acquire math fact fluency. It is sad to see students, ashamed of the only thing they know, counting on their fingers under their desks. Our elementary educational mission is failing students who haven’t developed math fact fluency, which is the foundation to more advanced math skills.

Developing math fact fluency takes structure, organization, and work on the part of both teachers and students. In this article, I will share everything you need to know about developing math fact fluency.

What is Math Fact Fluency

Math facts are single-digit problems such as 7+9 or 6×8 or 14-5, and so on. A common name for all the multiplication math facts is the “multiplication table.” Math fact fluency is the ability to answer all math fact questions instantly from recall without having to think through the problem.

Students should be able to recall math facts instantly without having to count on their fingers or hesitate to think about the answer. This may seem like a high bar, but our brains are great at recalling an unbelievable amount of information daily, and with practice, math facts can be recalled the same way.

Three Reasons Why Math Fact Fluency is Important

Math fact fluency is critical because it is a “tool skill.” Meaning it is a tool used in the process of doing other math problems. Developing this tool skill makes learning math easier as concepts get more complicated. This tool skill needs to be automatic in the student’s brain to save precious short-term memory resources.

Math fact fluency can be compared to reading. Students must recognize words automatically to comprehend the author’s meaning. Otherwise, they will spend too much time decoding individual words.

When students are fluent in math facts, they are focused on the math process as a whole rather than stopping to puzzle out the facts. This is important for three reasons:

1. Students with math fact fluency make fewer errors

Students who lack math fact fluency often make careless errors doing arithmetic computations. If they devote too much energy to deriving math facts, they lose sight of the problem at hand and make mistakes that would otherwise be obvious. Those who can effortlessly recall math facts can concentrate on what they are doing and ultimately make fewer errors.

2. Math fact fluency makes learning math easier

When a new math procedure is introduced, students who have math fact fluency can easily follow the thread of instruction. Without this fluency, students fall behind instruction or demonstrations as they try working out math facts. This distraction takes away from a student absorbing all of the details necessary to successfully learn new math processes.

The first teacher to use Rocket Math to teach subtraction facts to her second graders realized the benefit first hand. She told me that with Rocket Math, she was able to teach regrouping in subtraction in just three days.

Her students mastered the math facts, and the outcome was extraordinary. The teacher shared that since these students had developed fluency in subtraction facts, they were able to learn other procedures easily.

3. Students who have developed math fact fluency enjoy math and always complete their work

Having to count on your fingers or look up facts on a timetable is slow and onerous. When students can’t work quickly, math problems become a dreaded drudgery. Students are motivated by mastering new skills, which will help them work faster and build confidence. Those who can quickly recall math facts will complete their work with ease and enjoy the feeling of accomplishment.

How to Build and Improve Math Fact Fluency

Building and improving math fact fluency requires a systematic effort over the elementary years. It is a long climb to achieve mastery and there are no short-cuts.

Consistent daily practice throughout elementary school is important for retention. Slow and steady wins the race when building math fact fluency.

Math fact practice should be structured in such a way that students are learning a small number of facts at a time. These small groups of facts should be practiced daily until students have reached mastery. As time goes on, more groups of math facts are introduced systematically in small amounts for students to master.

Learning the 0 through 9s facts in the four basic operations will take elementary students months to master. Worksheets and game applications are two of the best ways to teach fact fluency over time. Combining structured math fact learning, practice, and evaluation with fun math fact games helps students develop number sense and understand complex numerical relationships.

Teaching Math Fact Fluency with Worksheets

Worksheets are popular tools that teachers reach for when teaching math facts, but sadly, they often fall short for the majority of students. A few select students will begin memorizing the facts on their own accord in order to make the worksheets easier, but most students will continue to slowly work out the facts either on their fingers or in their heads. These students may never develop a strong recall of the facts and become flustered when asked to answer problems on the spot.

Fortunately, there are specific worksheets that are effective in building fact fluency. The key is having worksheets that are structured, systematic, and sequenced. Each worksheet should only have two to four facts to be learned.

By working on only two to four facts, these worksheets help teach memorization for a strong recall, rather than reinforcing working out problems slowly. Students will then be able to remember these small groups of facts easier, and by the end of the worksheet will be writing answers from memory.

Teaching Math Fact Fluency with The Rocket Math Worksheet Program

The Rocket Math Worksheet Program improves upon this concept by using paired practice and saying facts aloud. Students partner up and practice quickly recalling facts together. One student asks the questions and watches for when their partner hesitates to answer. He or she then gives his or her partner more opportunities to practice any fact that isn’t coming to mind instantly.

The students switch roles, and after both have answered questions, they then take a one minute test on the facts that they have learned so far. If students are answering as fast as their fingers will carry them, then they pass the level and move on to the next worksheet in the sequence.

Ten minutes of practice every day gets the job done, especially when paired with using these facts in higher level math problems.

Teaching Math Fact Fluency with Games

$Students and teacher playing multiplication games with dice sitting in a circle in a classroom$

In addition to worksheets, schools of education tell teachers to use games to “teach” math facts. Unfortunately, most games and fun activities do not actually help individual students learning math facts to the level of fluency. These games, such as bingo or dice, have several fallouts:

Students spend most of their time waiting for their turn rather than practicing facts.
The games do not focus on teaching a small group of facts in a manner that helps students commit them to memory.
The games do not adjust to an individual student’s level of fluency.
Students can pace the game slowly enough to have time to figure out facts rather than requiring recall.
It is difficult to keep every student engaged, as those who are behind are less likely to participate.

Using the Rocket Math Online Game as an Effective Way to Teach Math Fact Fluency

There are games that are very effective at building math fact fluency. Games such as the Rocket Math Online Game have several important features that make a big difference.

Every student is engaged in answering math facts—not waiting for a turn.
Students learn only a few new facts at a time so that they can remember them.
The game provides lots of focused practice on each set of facts.
The game requires students to answer quickly, which guarantees the students recall the answer rather than “figuring it out” over and over.
The game gives an immediate correction and extra practice on any facts that students cannot answer quickly and correctly.
The game only introduces new facts once students demonstrate mastery of facts learned so far.
The game gives students explicit feedback so they have a sense of accomplishment as they work their way through an operation.

Math Fact Fluency Benchmarks

The following benchmarks are reasonable expectations for a school that has an effective math fluency program in place. Of course, a student cannot write math facts any faster than they can normally write, so take that into account when looking at fluency benchmarks. Adjust the benchmarks for students who do not write quickly.

Kindergarten Numeral Writing Fluency Benchmarks (digits)
Start of Year	Mid-Year	End of Year
	20 digits per minute	40 digits per minute

First Grade Numeral Writing Fluency Benchmarks (digits)
Start of Year	Mid-Year	End of Year
40 digits per minute	60 digits per minute	60 digits per minute

First Grade Math Fact Fluency Benchmarks (problems per minute)
Start of Year	Mid-Year	End of Year
Addition: 12 per minute	Addition: 25 per minute	Addition: 25 per minute

Second Grade Math Fact Fluency (problems per minute)
Start of Year	Mid-Year	End of Year
Addition: 25 per minute	Addition: 30 per minute	Addition: 30 per minute
	Subtraction: 12 per minute	Subtraction: 25 per minute

Third Grade Math Fact Fluency Benchmarks (problems per minute)
Start of Year	Mid-Year	End of Year
Addition: 30 per minute	Addition: 30 per minute	Addition: 30 per minute
Subtraction: 30 per minute	Subtraction: 30 per minute	Subtraction: 30 per minute
	Multiplication: 30 per minute	Multiplication: 30 per minute

Fourth Grade Math Fact Fluency Benchmarks (problems per minute)
Start of Year	Mid-Year	End of Year
Addition: 35 per minute	Addition: 35 per minute	Addition: 35 per minute
Subtraction: 35 per minute	Subtraction: 35 per minute	Subtraction: 35 per minute
Multiplication: 35 per minute	Multiplication: 35 per minute	Multiplication: 35 per minute
	Division: 20 per minute	Division: 35 per minute

Fifth Grade Math Fact Fluency Benchmarks (problems per minute)
Start of Year	Mid-Year	End of Year
Addition: 35 per minute	Addition: 40 per minute	Addition: 40 per minute
Subtraction: 35 per minute	Subtraction: 40 per minute	Subtraction: 40 per minute
Multiplication: 35 per minute	Multiplication: 40 per minute	Multiplication: 40 per minute
Division: 35 per minute	Division: 40 per minute	Division: 40 per minute

Math Fact Fluency Assessment

Use this printable packet of free math fact fluency assessments to test your students’ skill levels relative to the above benchmarks. This will give you a clear idea of your students’ fluency and where there is room for opportunity.

Rocket Math’s assessment packet includes a writing speed test, which helps create realistic expectations for individual students. Using the goal sheet ensures you will evaluate the individual student math fact fluency in light of their writing speed.

Rate students as:

Weak, needs fact work
Good, but fact work could help
Strong, fact work not needed

Special triage priority: if you have fourth-grade students and above, start with multiplication facts. Multiplication facts are essential to future success in math above fourth grade. Even if fourth graders are counting on their fingers for addition and subtraction, teach multiplication mastery first. If fourth graders move to the next grade without strong multiplication fact fluency, they will have a hard time successfully progressing through math.

The Best Tools for Developing Math Fact Fluency

With the right tools, any student can develop math fact fluency and have fun while doing it! Students use Rocket Math’s Subscription Worksheet Program to practice with partners, then take timed tests. Rocket Math also offers math facts practice online through the Rocket Math Online Game. Students can log in and play from any device, anywhere, any time of day! Start a free trial today.

Both the worksheet program and the online game help students master addition, subtraction, multiplication, and division math facts for a lifetime of success in math.

A mom congratulates her son at a baseball game.

Positive Praise: Building Effective Teaching Habits

Posted on July 3, 2019July 8, 2022 by Dr. Don

Positive praise is one of the most effective ways to encourage wanted behaviors from students. Because building habits is not an easy task, here are a few things you can do to start easily incorporating positive praise in the classroom.

Be prepared with positive phrases
Develop the most effective wording
Start Small with two areas you would like to see improved behavior
Practice in the Classroom and watch the effect it has on your students
Grow and expand your positive phrases over time as you master the habit

Be Prepared with Positive Praise Phrases

I distinctly remember trying to help pre-service teachers build the teaching habit of positive praise. I would make suggestions and then observe. Trying to implement my suggestions wasn’t as easy as you would imagine – these teachers would glance in my direction and start the sentence “I like the way you’re . . .” and then trail off without knowing what to say.

Teachers want to use positivity and affirmation with their students, however, in my experience, they don’t always have the appropriate words ready to praise good behavior. Building the teaching habit of positive praise starts with getting the right words ready.

Recently I was reminded of this key component of building the new habit of making more positive statements. I wanted to personally develop this positive statement habit, but for some reason was not making the progress I had hoped for.

I quickly realized that I was making the same mistake I had watched the pre-service teachers make. I was unable to make more positive statements because I did not have any in mind that were ready-to-use.

To build the habit of making more positive statements, I would have to start memorizing some key phrases to keep on standby, ready to use when I needed them.

Positive Praise Example Phrases: How to Develop the Right Wording

The first step in positive praise is learning and developing the most effective wording. Using effective wording means you are getting through to your student, and clearly communicating that you appreciate the good behavior they are exhibiting.

Praise is most effective when it is prompt – when you deliver the praise in the moment. Can you picture a specific scenario in your classroom when many of the students are not doing as you asked, while a few students are dutifully following instructions?

This is the perfect scenario to use positive praise not only in rewarding students with good behavior but also encouraging other students to follow suit. Don’t be afraid to praise good behavior loud and proud for the rest of the classroom to hear!

Here are some examples of positive praise:

Look at Alan so smart sitting in his seat and showing me he is ready to learn. Way to go, Alan.
I see Beto is tracking with his finger while Claudio is saying the facts. That’s the way to help your partner!
Julia, you are so sharp having your eyes on the teacher, so you can learn! I am impressed.
Stacy and Sophia know just what to do, they have their books open to page XX. They are so on top of it!
Fantastic, Justin! You put your pencil down and are waiting for directions. I can tell you’re going to college.
Stephanie is being such a great on-task student by working quietly and not talking.

Start Small: Pick Two Key Behaviors You Would Like to See More Of

Start out by choosing wanted behaviors from the two most annoying or frustrating scenarios you face as a teacher. Stating small will help you build a consistent habit of giving positive praise.

Take these two wanted behaviors and build two praise statements you can easily use in-the-moment. Make sure the statement names the behavior specifically. Always include the student’s name, and keep it simple and affirmative.

Now, take a note card or piece of paper and write down these two statements. Don’t wait! Write them down now and keep this note in front of you while you teach. It will serve as a reminder throughout your day to incorporate positive praise as much as possible.

Practice saying these phrases aloud until you have them memorized and can recall them without having to think about it. The most important step in building this habit? Actually practicing positive statements in the classroom.

With these key components and diligent practice in the classroom, you will quickly build the habit of positively praising your students.

Positive Praise in The Classroom: Will it Make a Difference?

Fortunately, positive praise is free and can be implemented at any time throughout the school year. Start using positive praise now, and watch how your students respond.

Prepare yourself for giving positive praise when you are about to begin those frustrating scenarios. When the activity begins, look for opportunities to praise the behavior you are looking for when you notice students who are off-task.

You will see results when you use positive praise genuinely and with enthusiasm. You will know it is working if you watch for those distracted students taking notice of who is being praised. If you notice this happening, keep it up. The more praise you give for wanted behavior, the more that behavior will occur.

Grow and Expand Your Positive Praise Habit

Now that you know how to promote a specific behavior with positive praise, you can systematically develop statements for all your troublesome areas. Every time students are not doing what you want, think of what you want them to do instead. Behavior analysts call those replacement behaviors.

Positive praise can also be used creatively alongside other motivational tools in the classroom. When I began my teaching career I was in the habit of scolding behaviors I did not want. Early in my career, I learned the effectiveness of positive praise and began incorporating it into my daily routine.

When I saw the behavior I wanted I would give loud and proud praise for all to hear. I decided to couple this by adding marbles to a jar every time I gave praise, as an added motivational tool – so students could see how well they have been doing. It worked wonders on increasing wanted behavior.

Building new habits is never easy, but I can personally say that as a teacher, learning to incorporate positive praise into your teaching routine will not only help students learn, but it will save you a lot of frustration!

If you are currently looking for a job as a math teacher abroad, check out this link on Jooble.