https://padlet.com/m_esch/45mhgd1g1umh PLEASE share an "aha" or take away as well as what your NEXT steps will be. en-us 2018-11-13 04:31:53 UTC 2018-12-12 15:06:07 UTC hello@padlet.com a_arata https://padlet.com/m_esch/45mhgd1g1umh/wish/305444728 Math facts are best learned through the use of numbers in different ways and situations, not through drill and practice. ]]> 2018-11-16 20:11:15 UTC https://padlet.com/m_esch/45mhgd1g1umh/wish/305444728 https://padlet.com/m_esch/45mhgd1g1umh/wish/305760067 This article clarified for me what number sense is. It also made me rethink how I approach Moby Fact Fluency with my students. My next step will be to use Number Talks (18 x 5) and How Close to 100? in Math Workshop. This article was well worth the time. ]]> 2018-11-19 03:11:32 UTC https://padlet.com/m_esch/45mhgd1g1umh/wish/305760067 https://padlet.com/m_esch/45mhgd1g1umh/wish/306421229 While I want my students to practice their facts, they do not necessarily need to be timed or do them at a certain speed. I plan to take the timing component out of it and will let students work at their own pace when completing fluency checks.]]> 2018-11-20 16:23:08 UTC https://padlet.com/m_esch/45mhgd1g1umh/wish/306421229 https://padlet.com/m_esch/45mhgd1g1umh/wish/313863887 The article says don't make students memorize their facts, but teach students number sense. If my students can't memorize their facts, then I differentiate for them by extending the time they have and/or go back to number sense to make sure that they can use different strategies to get to the correct answer. The students who can memorize the facts are still being taught number sense in our mini lessons anyway. I understand what the article is saying, but I also know that it makes a huge difference down the road if students have their facts memorized in order to do multi-digit multiplication and/or long division. I'll be honest, I'm not sure I'm completely on board yet.]]> 2018-12-12 14:57:01 UTC https://padlet.com/m_esch/45mhgd1g1umh/wish/313863887