# [Numeracy 226] Re: Seeking for Understanding

Share:

## Archived Content Disclaimer

This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.

McIntosh, Tricia tmcintos at ghc.edu
Tue Mar 23 11:26:47 EDT 2010

In I-BEST welding we do a lot of math: fractions, decimals, solving for an unknown, measurement, geometry and right triangle properties including trigonometry. Every quarter though I start with multiplication and division to 16s. Although many new students grumble about learning more than up to 12, they soon realize that when math is presented in application, fluency of basic facts is an advantage. My adult students ask me for additional worksheets to practice, quizzes to review, or times tables to 16s to stick in their notebook. Due to the fast pace of the welding program, fluency of basic facts and fractions is a must!

Tricia McIntosh
I-BEST Facilitator/Instructor
Grays Harbor College
http://www.ghc.edu/voc/ibest.htm <http://www.ghc.edu/voc/ibest.htm>

________________________________

From: numeracy-bounces at nifl.gov on behalf of stellacsullivan at aol.com
Sent: Mon 3/22/2010 7:31 PM
To: numeracy at nifl.gov
Subject: [Numeracy 223] Re: Seeking for Understanding

Although I teach 2nd grade, I couldn't agree more. In fact, I just sent home report cards. Most of my students had a comment about increasing thier addition/subtraction fluency. Don't get me wrong though, I spend a lot of time teaching them how addition and subtraction are related too. One way I do this is by having them use "fact triangles."

Nonetheless, all of my students can benefit from being more fluent with their addition and subtraction facts. The more they know how to do these seemingly simple problems, the more cognitive space their brain is freeing up in order for them to tackle more challenging and demanding tasks.

When I teach addition and subtraction facts, I begin with +,-0, then +,- 1, then doubles, and then sums equal to 10, etc. (progressive alignment)

I like this website to get my students warmed up: http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html. They love it! I think it may work for adult learners too.

Stella Mercker

-----Original Message-----
From: Julie Pangrac <jpangrac at richland.edu>
To: The Math and Numeracy Discussion List <numeracy at nifl.gov>
Sent: Mon, Mar 22, 2010 7:44 pm
Subject: [Numeracy 222] Re: Seeking for Understanding---Knowing the Multiplication Facts

Our experience is that when students know their addition, subtraction,
multiplication, and division facts quickly and accurately, they are able to
control the numbers and not let the numbers control them. We have tried
teaching without students being automatic in recalling the facts, and although
they could intellectually understand higher math concepts, they were never
accurate enough or fast enough to pass exams and/or work very many problems
before becoming fatigued or overwhelmed. When they became automatic in facts,
they started saying, "Did you know that addition and subtraction are related to
each other?" "Knowing the facts helps me find multiples and factors." "I was
always off when I used my fingers." "I think my brain can hold a lot more now
because I don't have to figure out the facts." Our experience has also been
that many of the timed entrance and placement exams do not allow students to use
calculators.

Julie Pangrac, Literacy Program Coordinator

________________________________
From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of Denney,
Brooke [denneyb at cowley.edu]
Sent: Monday, March 22, 2010 4:37 PM
To: numeracy at nifl.gov
Subject: [Numeracy 220] Seeking for Understanding

Welcome back to those of you home from the COABE/Proliteracy Conference held
last week! There was a lot of great information given at this conference but in
one of the sessions that I attended a question was asked about whether or not it
was necessary for adults to "know" their multiplication facts to be successful
in a mathematics course/exam? Or is it enough to understand the concept, that
multiplication is repetitive addition enough to be successful in a mathematics
course/exam? I thought this was an interesting question and therefore, I would
pose these same questions to the forum. What are your thoughts about
multiplication?

Good Day Everyone!

Brooke Denney
Math and Numeracy Moderator

----------------------------------------------------
National Institute for Literacy
Math & Numeracy discussion list
Numeracy at nifl.gov