Category: Fluency
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Do you ever feel like you are doing all of the right things when teaching doubles, but you’re not seeing transfer? A student can know their doubles facts and still not use doubling as a mathematical strategy. But what does it actually mean to know doubles? Is it getting 10/10 for facts? Is it answering…
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Do you find yourself contemplating how to make fluency fast, differentiated, routine and progressive so it fits everyday? Do you want to teach fluency at the beginning of each lesson but find you can’t fit it in or it takes up too much instructional time? The pressure is on to fit curriculum content in. The…