How does multiplication automaticity align to other national organization standards?
District
Utilizing Rocket Math, and developing multiplication automaticity, directly reflects the 21st century skills a student needs to be successful later in education. Throughout Rocket Math students were held accountable for their own learning. They had to practice with another peer for 2 minutes each daily. This led to, and promoted, more independent learning and created an atmosphere which encouraged students to have an increased work ethic. Each student’s experience was differentiated for his/her own level. The 21st century skills state that independent learning experiences should vary from student to student. Rocket Math is an individualized program that challenges each student appropriately.
21st century
skills
NE Teacher
Framework
When looking at my district standards I noticed that I couldn't find a math standard for knowledge of multiplication facts in 4th grade. I found it when looking under 3rd grade standards. Computation of whole number multiplication is expected to be mastered in 3rd grade, not 4th. So if students still haven't mastered it in 3rd, it is definitely something that needs to be mastered in 4th before moving on to more challenging mathematical concepts.
Instructional Strategies
The teacher uses effective instructional strategies to ensure growth in student achievement. I used the Rocket Math program to improve student fact fluency that is proven to be successful.
Communication effectively with students to promote and support high expectations for achievement.
With Rocket Math I am communicating on a daily basis through Rocket Math.
Assessment
The teacher systematically uses multiple methods of formative and summative assessment to measure student progress and to inform ongoing planning, instruction, reporting.
Uses both formative and summative assessments and the resulting data to inform instruction, monitor student progress over time, and provide meaningful feedback to each student.
Compiles and reports assessment data to accurately document student progress over time.
5 cORE prOPOSITIONS
Proposition 1: Teachers are committed to students and their learning.
From the beginning of the school year I knew that some of my students were going to need extra help in working on their multiplication fluency. I knew FASTT math wasn’t going to be enough for some students and I was determined to find another research-based strategy to implement with them. As an educator, I am committed to each and every one of my students everyday.
Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
I use FASTT math in my classroom everyday but many of my students are still working on addition and subtraction. Once we started two digit by two digit multiplication and long division, I knew many of my students did not know their multiplication facts. I knew that I needed something extra in my classroom other than just FASTT math. After researching a number of different strategies, I picked and practiced the strategies before introducing them to my students. I knew these 12 students needed repetition of saying those facts out loud to a partner to really work on their mathematical fluency.
Proposition 3: Teachers are responsible for managing and monitoring student learning.
Managing and monitoring my students became more purposeful and meaningful when it became more structured for my students and myself. After teaching the students how Rocket Math works, they know exactly what they are going to do everyday when they first come to my small group. I created an environment where students are close in proximity to me and I can see the progress they are making. Through qualitative and quantitative assessments I am able to monitor their learning everyday.
Proposition 4: Teachers think systematically about their practice and learn from experience.
By collecting data and reflecting, I was able to students' their learning experience. At times, there are students gone so I am able to pair up with students as partners. This allows me to spend 5 minutes with one student and really see where he/she could use extra help. This one on one time with some of my students has been very beneficial for me, too, if they need additional learning experiences.
Proposition 5: Teachers are members of learning communities.
· Being an educator in the 21st century encourages me to be an active member of many learning communities. The CADRE Project has provided an intentional network of teachers, public school districts, and the University of Nebraska Omaha, to enhance teaching and learning by providing educational opportunities and support for me during my first year of teaching. Because of CADRE I have been surrounded by a strong, focused community of educators that will ensure professional excellence into the new millennium.