Frequently Asked Questions - Computational Fluency

 

How long has Danvers been using Investigations?

In the fall of 2003, the Danvers began its implementation of Investigations in grades K-2 with grades 3-5 beginning its implementation in the fall of 2004.  In terms of MCAS results, the spring 2007 tests will represent the 3rd year of full implementation of Investigations.

 

What math goals will be achieved during the 3rd, 4th, and 5th grades?

There are many math goals that will be covered over the years, K-5, in Investigations.  The following link will take you to the individual unit goals for the Investigations program:

http://investigations.terc.edu/curr/curr0.cfm

 

Is the curriculum designed to keep our kids ahead of the MCAS curve?  Do they get the skills they need early enough?

From the research: 

Here are other findings from research studies:

¤       Investigations students do as well or better than students using other curricula in straight calculation problems involving basic facts and the whole number operations.

¤       Investigations students have a better understanding of number and number relationships than students working with more traditional programs.

¤       Investigations works equally well with students at different achievement levels in mathematics.

¤       Students who use Investigations achieve greater accuracy on word problems and on more complex calculations than students in comparison classrooms.

For additional information about the research on Investigations, go to the following website (look at the menu on the left-hand side):

http://investigations.terc.edu/research/index.cfm

 

My son was working on a division problem using clusters of facts, where he needed to use the ones in the list that were helpful or relevant.  How do you talk through a problem like that?

Any time your child is struggling with a problem, you should ask questions. In helping children learn, one goal is to assist children in figuring out as much as they can for themselves.  In this specific case, you could ask:

Please refer to the Helping With Homework document on this website for examples of other guiding questions to use with your child.

 

In what grade and how do students learn the multiplication tables?

The Investigations program formally introduces the concept of multiplication in the beginning of third grade in a unit called, Things That Come In Groups.  In this unit, students begin work on factor pairs and multiples (with products up to 50).  In fourth grade student work in two additional multiplication units, Arrays and Shares and Packages and Groups.  In Arrays and Shares students finish their work with multiplication facts up to 12 X 12.   You can find a more formal description of each multiplication/division unit at the Investigations website (grade 3 and grade 4): http://investigations.terc.edu/curr/curr0.cfm

 

What is the best way for students to learn their multiplication facts?

In answering this question, I like to refer to how the author of Supporting School Mathematics answered a similar question:

ÒRather than using flash cards and timed tests, practices that have all too often resulted in children learning to dislike mathematics, drill and practice can be provided in situations that motivate children to learn their basic facts.   Mathematics programs today often send home assignments that include games designed to reinforce the learning of basic facts.  It is important that you find time to play these games with your child.  If your child struggles with facts, you will want to play the games many times.Ó

 

There are a number of resources that help educators and parents think about learning math facts.  The author Greg Tang has some nice books and materials that address this topic: http://www.gregtang.com/mathstore.asp

For help with multiplication facts, please refer to multiplication fact strategy information sheet posted on this website.

 

Everett Public Schools in Washington State has developed some interesting multiplication and division fact practice.  Use the below link to get to the web site:  http://www.everett.k12.wa.us/math/Strategies

and then click on Fourth grade/Fifth grade - strategies for fluency of multiplication facts to get to the strategy sheet.

 

Why canÕt the math facts be memorized once Investigations has introduced and mastered the concept?

It is the goal of the program that students understand computational procedures and learn math facts:  addition/subtraction in grade 1-3 and multiplication/division in grades 3-5.  Some students may need more time in order to understand and master these concepts.  Students who need additional time to reinforce the facts should continue to play the Òfact practiceÓ games and work with array cards to help them master their facts.

 

Why canÕt students use the traditional algorithm for multiplication and division if they understand it?

Once the teacher is sure that the student understands and is secure in using the algorithm then the student can use it.  This does not mean that student has to use this as their one and only way to solve all problems.  It is our hope that students gain flexibility with multiplication and division strategies so they have the ability to choose the most efficient strategy for a given situation.

 

How does Investigations handle the teaching of computation with fractions and decimals?

Students begin their study of fractions in Kindergarten and it culminates in grade 5 with a unit that focuses on the relationship among fractions, decimals, and percents as well as simple computation with fractions and decimals.  In Danvers, students in grade 6 are deeply engaged in computation with fractions and decimals.

 

 

 

When should a parent be concerned about their childÕs ability to stay at his/her grade level in math?

One benefit of using the Investigations program is that students at different levels of mathematical ability can work together in the same classroom.  Investigations lessons can easily be modified/enriched to meet the range of learners in the classroom.  If you are concerned about your childÕs ability, ask your childÕs teacher about his/her strengths and weaknesses and how your child can be supported at home.

 

How can I help my child when he comes home and I donÕt understand the assignment or how he was taught?

Your childÕs homework probably does look different than what you remember doing in school.  The homework that your child receives is meant to reinforce or extend what was done in class.  Your role is not to re-teach or explain what was taught in school, but to try to get your child to communicate what he has done in class.  Being able to talk through their thinking can help children make sense out of the math they are learning.  Please refer to the Helping With Homework document on this website for examples of guiding questions to use with your child.

Sample questions:

Getting Started

á      What do you need to find out?

á      What do you need to know?

á      How can you get the information?

á      Where can you begin?

á      What terms do you understand or not understand?

á      Have you solved similar problems that would help? Let's look at your notebook.

While Working

á      How can you organize the information?

á      Can you make a drawing (model) to explain your thinking?

á      Are there other possibilities?

á      What would happen if...?

á      Can you describe an approach (strategy) you can use to solve this?

á      What do you need to do next?

á      Do you see any patterns or relationships that will help solve this?

á      How does this relate to...?

á      Can you make a prediction?

á      What did you...?

á      What assumptions are you making?

 

Is your question missing from the FAQ list? 

Check out the Investigations website for other FAQs:

http://investigations.terc.edu/faqs/faqs.cf


Homework Help