The Essentials - Basic Computational Skills

Students have spent time in Elementary school making sense of mathematical ideas through the use of activity based investigations encouraging students to think creatively, develop their own problem-solving strategies, and work cooperatively.  Students write, draw, and talk about math as well as use manipulatives, calculators, and computers.  With this foundation,  students are expected to show a firm grasp of basic mathematical procedures by 7th grade.   The multiplication tables are learned so the facts are "quickly and easily recalled".    Procedures- either developed by the student or traditionally used-  for multiplication, division and fractions should also be "easily recalled and efficiently used" to solve problems, without relying on a calculator. 

During September we will focus on reviewing computational skills learned in elementary school, while also beginning our first CMP unit (Comparing and Scaling).  Instruction and practice will be provided during class time, but to achieve mastery these skills may need to be practiced at home.   I will be showing the standard algorithms, but if your child has a method that works more efficiently for them they may use it.

Students must recall multiplication facts (the times tables).  This requires filling out a chart of mixed multiplication facts, quickly and correctly.  Please scroll down to the bottom of this page for an article I found on memorization.

 Students must have a procedure to solve at a minimum, two by three or four digit multiplication, efficiently and correctly.  For example: 336 x 73,   or 454 x 221     

Students must  have a procedure to solve at a minimum, three or four by two digit division, efficiently and correctly.  For example: 874 / 54. 

Students must have procedures to solve fraction problems (using multiplication, division, addition and subtraction), rename fractions, simplify fractions, and order fractions on a number line.

Students must  recall  benchmark numbers:  decimals, percents,  fractions and their equivalents.  For example:  1/4th = 0.25= 25%.  This requires filling out a benchmark number chart efficiently and correctly. 

 
Students must correctly identify the place value of digits (whole numbers and decimals).  For example:  in 8,376,000.912  the place value of the 3 is "hundred thousand", and the 2 is "thousandth".  Students will also be able to write number names in words for example "eight million, three hundred seventy-six thousand...".

AGAIN, I'LL PROVIDE TIME IN CLASS TO REVIEW AND PRACTICE THESE SKILLS, BUT SOME STUDENTS MAY NEED  EXTRA  REVIEW AND PRACTICE WITH PARENTS/ GUARDIANS/ OLDER SIBLINGS AT HOME.  PRACTICE WORKSHEETS WILL BE SENT HOME, PLUS I'LL POST MY FAVORITE MATH PRACTICE INTERNET LINKS ON THIS PAGE.



Memorization / Times Tables

Let me make this very clear: having to use a calculator to multiply single digit numbers (say, 6 times 7) is an impairment.

Problems that would normally be straightforward for a student:

 Simplify: 3(4x+5y+6z)

take triple the time to solve. Problems such as:

 Factor: x2 + 9x + 20

become nearly impossible, because the student needs to come up with all the ways of multiplying two numbers to equal 20.

More importantly, a level of fluency is gone. It is analogous to a reader who needs to check a dictionary for every fifth word; it is difficult to think about a text holistically when there are so many roadblocks.
(From HotChalk blog)