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AdditionSubtraction Facts Probe 1 Student Copy

By Laura Howard,2014-06-08 17:45
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AdditionSubtraction Facts Probe 1 Student Copy

    AS2a Fact Family Fluency

    Being “proficient” with basic addition and subtraction facts means that a student knows the answer when presented with a problem immediately, without hesitation. To assess a student’s fluency with basic facts, give the student 90 seconds to complete an

    Addition/Subtraction Fact Probe with paper and pencil. If the student can answer at least 27 out of 30 problems correctly in 90 seconds, the student is proficient with the basic addition/subtraction facts. Move on to Topic AS3 Column Alignment.

For younger students, use this chart to determine proficiency:

    Grade Time Allotted Minimum Score

    1 5 minutes 27 out of 30

    2 2 minutes, 30 seconds 27 out of 30

    3 and up 1 minutes, 30 seconds 27 out of 30

    If the student cannot answer 27 out of 30 problems correctly in 90 seconds, then work through the activities included with Topic AS2 Addition and Subtraction Facts:

    ; AS2b Addition Number Partners

    ; AS2c Fact Families and Related Number Sentences

    The activities will help the student to understand the meanings of addition, subtraction, and fact families and will give the student efficient strategies for finding unknown facts. When students are efficiently able to find new facts (not just by counting on), they can use the strategies as they practice to develop fluency.

Practicing for Fluency

    When developing fluency, students should practice for short periods of time (5-10 minutes) regularly. If using a computer program, look for one that

    ; introduces a few facts at a time,

    ; keeps track of the facts students have mastered, and

    ; reviews known facts to help students maintain their skill.

    Other options for practice include Cover-Copy-Compare and a Flashcard Box.

Cover-Copy-Compare

    Cover-Copy-Compare can be done at school or at home. If done at home, a parent should supervise. Students are given a page of problems. Each problem is written twice once with the answer, and once without. Students cover up the answer side of AS2a Script Fact Family Fluency 1 of 4

    Huron Intermediate School District December, 2010

    the page, answer the problems on their own, and then check their answers. Cover-copy-compare sheets are available at www.interventioncentral.com.

Directions

    Cover up the answers. Answer the problems on the first page. Check your work. Circle the ones that are wrong. Cover the answers again. Fix the first wrong problem. Check it. Continue to fix and check any wrong answers on the first page.

Start again with the second page.

Flashcard Box

    Student works with a coach daily. The coach can be a student partner, teacher, or parent. Sessions usually last 3-5 minutes.

Materials

    For each student:

    ; Set of addition and subtraction flashcards with facts 0-10

    ; Index card separators labeled “Mastered” “New” and “Working On”

    ; Index card file box or rubber band

    ; Pencil

Directions for Coach

The first time:

    Put all fact families that involve adding 0 in the “working on” section (42 cards for 0-10).

    For example, 0 + 3, 3 + 0, 3 0, and 3 3 would be one fact family that involves 0.

Remaining cards are “new.”

Each time:

    Show the “working on” flash cards one at a time:

    ; If the student answers correctly in 1 second or less, lay the card face down in front of

    the student.

    ; If the student takes more than 1 second or does not answer correctly, keep the card.

    Have the student mark a small smiley face or star on the back of each fact that was answered quickly and correctly the first time through.

    Pick up the facts that the student did not answer quickly and correctly the first time. Show the cards one at a time:

    ; If the student answers correctly in 1 second or less, lay the card down in front of the

    student. (Student will not mark any more smiley faces, since these facts were not

    answered quickly and correctly the first time).

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; If the student takes more than 1 second or does not answer correctly:

    ; Say the fact. (Example: “zero plus three equals three”)

    ; Ask the student to say the fact.

    ; Move the card to the back of the stack.

    ; Continue until all cards are in front of the student. When you get down to the last

    card, hide and show it until the student can answer correctly. Remember to give the

    correct fact each time.

    Ask the student to look for any cards that have three stars on the back. If all the cards in a fact family have three stars, see “Updating the Box” below.

Put the cards back in the “working on” section until next time.

Updating the Box

    At the end of each session, look for any cards that have three stars on the back. These are facts that the student answered quickly and correctly the first time through on three separate days. For each card, look to see if all the facts in the family have three stars (Example: 3 + 4; 4 + 3; 7 - 3; 7 - 4).

    If the student has mastered the entire fact family, move the cards to the “mastered” section of the file box. As needed, move cards from “new” to “working on,” following

    these guidelines:

    1. Add facts one fact family at a time.

    2. There should be 2-3 fact families (8-12 cards) in the “working on” section at any

    one time. (Exception: At the very beginning, the student will start with 42 cards

    with fact families involving 0).

    3. Let the student choose fact families to work on, but make suggestions as needed.

    Consider working on +1 / -1, +2/-2, and doubles first. You might also focus on

    fact families for which the student already knows some facts.

Periodic Review

    Every two weeks, test the student on all cards in the “mastered” section. For each fact that is answered correctly the first time through, write the date on the back of the card. If a student misses a problem (either incorrect or slow), move the entire fact family to

    the “new” section of the file box. (Remember to cross out or box the stars so that you know the student is starting the facts over).

Continue until all facts are “mastered.” After that, continue to practice in order to

    maintain the skill. This can be done with flash cards, written fact probes, or a computer program. As the student progresses, separate the practice sessions by days or weeks to monitor long-term maintenance.

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Progress Monitoring with the Addition/Subtraction Facts Probes

    When a student is able to accurately and efficiently find unknown facts, it is time to practice for fluency, as described above. While students are practicing for fluency, it is important to monitor their progress. Every two weeks, give the student an addition/subtraction fact probe with 30 problems. Record the number of correct problems on a progress monitoring chart. If the student does not make adequate progress, make adjustments. Probes can be found from many sources;

    www.interventioncentral.com is a good source of free probes.

AS2a Script Fact Family Fluency 4 of 4

    Huron Intermediate School District December, 2010

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