![]() ![]() Time is always scarce, and it is valuable to customize flashcard work to the student’s current state of mastery. To achieve this by the end of Grade 3, students must begin working toward fluency for the easy numbers as early as possible. Organizing practice so that it focuses most heavily on understood but not yet fluent products and unknown factors can speed learning. Most drill uses many problems students know and thus is a big time waster.Ī similar message appears in this document for educators: … are a good fluency method please stress that students should be spending most of their time on the cards they do not know yet or on those they know but are not fast on yet. Our materials include worksheets that I create, workbooks off the shelf such as Kyoiku Dojinsha and others, released test questions, homemade flashcards, and pennies or dice that we might use to play a math game.Ĭoncerning flashcards in particular, a researcher in mathematics education saw this article of mine and later emailed me an important tip that I wanted to pass along: Saturday School is never very long, but over time we still manage to do a range of things, including solving word problems, learning concepts, and doing exercises that build fluency and fact recall. This article originally appeared under the title “How We’ve Been Using Flashcards” on Jason Zimba’s blog here. Whether done at home or in the classroom, when used properly, flashcards can be a fun and effective way for students to build fluency and fact recall. In a recent post on his personal blog, Zimba describes how he uses flashcards. Each Saturday, Zimba and his wife engage their two daughters with fun activities devised to not only bolster the girls’ math skills, but also instill a true enjoyment of math. Editor’s Note: Jason Zimba, one of the lead writers of the Common Core State Standards for Mathematics, has instituted something he calls Saturday School for his daughters.
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