The Goodrich Way

Many of us still have anxiety over the mad minute drill tests in math by having to complete so many problems in a minute. Another way thought  to improve math facts was by having a  test on just the fact your were on  and then post the results on a cute bulletin board for all your peers to see. Along with many other ways used in the past these set a negative impression that speed means smart in math. These ways of the past were unproductive  and lowered students confidence.

This year in 2nd grade we are engaging students in a practice that helps build their number sense, gets them excited and celebrate their successes.

Students receive a math fluency sheet with a side A and B that are intentionally patterned. The students have about 1-2 minutes to complete side A. Once they hear the timer go off they mark off where they stopped.

The teacher then calls out the answers. If the students get the correct answer the student put his/her arm up in the air and calls out yes! If they don’t get the correct answer they circle the answer. The teacher continues to call out the answers until no one calls out yes.

Here is the shift, the students then get 1-2 minutes to correct their work, make changes and finish the side. This helps students see patterns and and develop their accuracy.

We then as a class do a quick movement break that gets the adrenaline flowing. During this time we are doing something that helps us with facts such as skip counting or giving a fact that completes the number I call out to make 10. This helps students to internalize number facts.

Students then get a chance to complete side B in the same amount of time as side A. Here students are able to complete the same type of problems and repeat the same process as side A to go over the answers. Students then mark how many they got correct from side B. We compare how they did from side A to B. Students raise their hands if they improve by at least 1, 2 and so on. This helps recognize all students not just the students who pass! They feel successful and develop an I can do this thinking. I remind students that the goal is not about how many or how fast they complete, but the success in how they are improving.