# Things I Learned on My Summer Vacation

We talked multiplication and we talked fractions, we talked Math Congress (nope, haven’t written about it yet…), and we also discussed the topic of basic facts.  This is a hot topic in math these days (and for a while, really), and for many years we’ve responded with daily kill-and-drill activities, timed “mad minutes,” and crazy stressing out on memorizing lots and lots of facts.  Kara brought some info related to how important it is to respond in a different way.

For many people (including teachers, parents and students), being QUICK is best.  But we were reminded that being quick doesn’t equal being mathematically PROFICIENT, which should really be our goal.  She gave us information on how facts DEVELOP, they don’t come first.  She also helped us see that the facts (in this case we focused on multiplication tables) are not random (which is how many kiddos see them, saying “there must be 100s and 100s to learn!”), but are connected.   Seeing those connections and building on the RELATIONSHIPS between facts is how to both LEARN them and UNDERSTAND them rather than just MEMORIZE them.  For many this was mind-blowing, and for others it was validation of what we already knew to be true.  For sure, though, it was nice to be “allowed” to deal with learning facts in a different way going forward.

My notes from Day 1 of our Math Institute.

More notes from Day 1. It seems I was so busy DOING math on Day 2 that I didn’t write anything down!

One more important topic of discussion (and of course we experienced them, too!) was number strings.  In short, these are a related set of problems that kiddos use mental math to solve.  Practice is done regularly (maybe even every day), and these help mathematicians become more flexible as well as see the relationships and connections mentioned earlier.  I’ll write more about this next part later (yeah, like I said I would with Math Congresses), but one way we learned to assess newly gained knowledge is to use a two-pen test.  Yep, it’s just what it sounds like: a test you take with two different pens.  The first one is a timed portion to see what kiddos know how to do quickly, and then the second pen is used to finish the rest of the page, with whatever time frame is needed.  Teachers can get all kinds of useful information about what facts kids know and which ones they still need to work on.  Genius.  We will definitely be trying these out in 2nd grade this year!

Whew.  That was a lot.  I know I tend to be long-winded, so if you hung in this long I TOTALLY appreciate you.  🙂