I have taught courses and given workshops on automaticity and fluency in reading since the mid-

As we talked about these problems I would describe how I make speed drills for practice on basic arithmetic facts, and I would talk about how extremely important it is to have fluency with the language of our counting system. Teachers often reminded me that their lives are so busy that they don't have time to create these materials themselves, which aren't part of regular arithmetic programs and aren't available for general use. Parents were also clamoring for materials to use. In response to these requests for materials, I have written this book, and also a set of speed drills for arithmetic facts.

This book explains how to teach our counting system, how to work with the base-

The activities presented in this book are easy to do with individuals, small groups, or whole classrooms of students. Suggested wording for the teacher is included, but it is not intended to be a script that must be followed. Some teachers use almost the exact wording suggested; others paraphrase extensively. Teachers have said that they like to have suggested wording because it is the clearest explanation of what is to be done and what is expected of the students. Only very basic materials are needed for the activities and, other than ordinary things to count, displays of the required materials are included in the book for photocopying by any teacher, parent, or tutor.

Phyllis E. Fischer

Preface

Learning the Numbers 11 through 19

11 and 12

13 through 19

Place Value for the -

Working with the Place Value Chart

Working with the Place Value Chart

Reading and Writing the Number Names

Adding the Ones to the Counting Chart and Counting Chant

Working with the Place Value Chart and Counting Sticks

Comparing the -

Explaining the Standard Notation

For Addition

For Subtraction

One Hundred

101 to 109

One Hundred Ten

111 through 199

Regrouping with Numbers to 199

Addition

Subtraction 63

From 200 to 999

Thousands

Millions, Trillions, etc.

The Tens

The Fives

The Twos

Larger Numbers

The Threes and Fours

Using Skip Counting for Multiplying and Dividing

Multiplying by Nines

Step One: The Number of Tens in the Answer

Step Two: Adding the Digits to Get Nine

Putting the Two Steps Together

Creating the Addition Statements

Creating the Subtraction Statements

Creating the Missing Addend Statements

Creating the Division Statements

Creating the Multiplication Statements

Working on the Concept

Introducing the Triangles

Practicing the Standard Language for Fractions

Appendix: Extra Problems

Index

Samples:

7"× 8½" perfect bound.

136 pages + 4 foldout charts

ISBN 1-

$9.95

© 2006 – 2015 Oxton House Publishers, LLC

Made by Serif

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