Professional Development Focus or Topic: PD Date:

 Fact Fluency  Nov. 5, 2018

3:30-4:30
Intended Audience:
 K-5 Staff at the Fort Atkinson School District

Outcomes: (What will participants know and be able to do as a result of the training?)

 Teachers will be able to describe what fact fluency is and why it is important.
 Teachers will be able to describe the three steps to developing fluency.
 Teachers will be able to implement a variety of activities and games in their classroom to develop fact fluency

Assessment Analysis: (Why was this topic the focus for PD?)

 Fact fluency is a topic of concern in our district. Data from report cards, fact assessments, and classroom
observations show that students are not proficient in fact fluency. Currently over half of our students are below
proficient in fact fluency. Our current math curriculum does not cover fact fluency, so there are no resources
provided to teachers to help build this skill.

1. Warm-up/focuser (Brief activity to jump-start 2. Introduce new content (How will participants learn
thinking and/or interaction among the the new material?)
participants?)
 PowerPoint, small group and whole group will be
 Figure Me Out warm-up sheet: used to deliver the following new content:
A sheet will be handed out to each teacher. They  What is Fact Fluency?
will pick three or four questions to answer.  Why is Fact Fluency important?
Participants will write the answer in the box. Then  What are the 3 Steps to developing fluency:
using post-it notes, teachers will write an 1. Modeling
expression that equals that number on the post it Games/Activities:
note. I will encourage participants to use a variety  Number lines
of operations. The post-it notes will then be used to  Arrays
cover the answer/number on the sheet. Once  Set models
everyone has had a couple of minutes, they can get  Tables
with a partner or in small groups and solve each 2. Strategies
other’s expressions to figure out the answers and Games/Activities:
learn more about each other. A whole group share  Memory
 Math Cards
will then take place on how you could use this
 Pizza Making
warm-up/getting to know you activity in your
 Raging Rectangles
classroom.
3. Mastery
Games/Activities:
 Top It
 Salute
 Quick Draw
 Speed Squares
 Discuss why we use games
- -Engaging
-Provide opportunity for discussion
and assessment
-Targeted practice
-Differentiation
 Provide resources
 Reflection and Closure
3. Process the learning (How will participants process and internalize the new information? What interactive
structures can be used?)

 Teachers will get into small groups and learn how to play their assigned activity/game. Each group will then give a
summary and teach the whole group how to play their game. Groups will learn one game for each of the three
steps to fluency to share with the group.

4. Sharing and debriefing the content (How will participants share their ideas/reactions to the new material?)

 Each group gives a summary and shares out on the games they learned to the whole group. Teachers can then
share with a partner or to the whole group on how they could use this game with their own students. Teachers can
take notes on each game. Feedback and questions will occur.
 Games and resources will be shared to all participants on the Google Drive. Teachers may access this folder and
add or use games/activities that they find supports each of the three steps to fact fluency at any time.

5. Reflection and closure (How will learning be Follow-up (What types of follow-up and support will be
summarized and personalized?) provided?)

 Discuss reflection questions:  Follow-up and support includes discussing and

-How could you see this working in your
classroom?
-What ideas or activities are you most
excited to try with your students? Why?
 Teachers will then complete an exit slip before
leaving. There are two examples of exit slips below.
Teachers will be reflecting on what they learned,
what they may need more practice or information
about, and a question they still have. These slips
will be used for follow-up conversations and
meetings.
answer questions from the exit slip. Helping
teachers make and prepare games and activities.
Providing in classroom support for implementation
of small groups and whole group fact fluency.
 Using report card data, fact assessments, and
classroom observations to follow up with student
progress.
 During grade level ICMs with teachers and math
interventionist, student fact fluency will be
reviewed and discussed to make further
instructional decisions.

From Bay-Williams, J., McGatha, M., Kobett, B., and Wray, J. (2014). Mathematics
Coaching: Resources and Tools for Coaches and Leaders, K-12. Pearson. P.192