Introduction
- Defining Numerical Fluency
- The Challenge: Teaching in Ways We Were Not Taught
- Our Goals for This Book
PART ONE: Building Understanding of Numerical Fluency
Chapter 1: Nine Pivotal Understandings for Numerical Fluency
- Pivotal Understanding 1: Everything Begins with Counting
- Pivotal Understanding 2: All Quantities are Composed of Parts and Wholes
- Pivotal Understanding 3: Acquiring the Language of Operations Before Learning Facts
- Pivotal Understanding 4: Properties of Operations
- Pivotal Understanding 5: Using 5 and 10
- Pivotal Understanding 6: 9 and 10-1 are the Same Number
- Pivotal Understanding 7: Multiplication by 2, 3, 5, and 10
- Pivotal Understanding 8: Equivalence in Equations are the Meaning of the Equal Sign
- Pivotal Understanding 9: Place Value Understanding
Chapter 2: Six Processes for Developing Numerical Fluency
- The Six Processes
- Putting the Six Processes Together
- Conclusion
Chapter 3: Classroom Structures for Developing Numerical Fluency
- Guiding Principles for Teaching Structures
- Number Talks
- Games
- Word Problem Banks
- Problem-Solving Activities
- Student-Made Materials
- Conclusion
PART TWO: Developing Addition and Subtraction Fluency
Chapter 4: It All Begins with Parts and Wholes
- Why Parts and Wholes Matter
- Key Ideas and Skills
- Classroom Activities
Chapter 5: Developing Fluency with Addition and Subtraction Facts
- Key Ideas and Skills
- Classroom Activities
Chapter 6: Developing Fluency Finding Sums and Differences
- Key Ideas and Skills
- Classroom Activities
PART THREE: Developing Multiplication and Division Fluency
Chapter 7: Giving Meaning to Multiplication and Division
- Key Ideas and Skills
- Classroom Activities
Chapter 8: Developing Fluency with Multiplication and Division Facts
- Key Ideas and Skills
- Classroom Activities
Chapter 9: Developing Fluency Finding Products and Quotients
- Key Ideas and Skills
- Classroom Activities
PART FOUR: Strategies for Creating a Schoolwide Culture of Fluency
Chapter 10: Activities and Resources for Establishing a Culture of Fluency and Fun
Chapter 11: It Takes a School to Develop Numerical Fluency
- Making Better Use of Meetings
- Teacher Collaboration
- Garnering Administrative Support
Appendix
References