Developing Computational Fluency with Multiplication Strategies

Teaching fourth grade Bridges? As your year gets underway, consider the value in teaching and reviewing multiplication strategies from third grade, based on the distributive and associative properties for multiplication. If you or your students are new to Bridges, you may be learning strategies together for the first time. Strategies like "double plus 1 set" and "clock facts" are reviewed in Unit 1, Sessions 13 and 15. If it's new information, take time to really explore the strategies in depth, perhaps keeping a set of Home Connection 7, "Solving Multiplication Facts" booklets in your classroom for students to use as a reference as they play games like Work Place 1B, "Spinning Around Multiplication."

Perhaps you've completed Unit 1. If so, continue to help students further develop computational fluency as they explore multiples on the Number Line and examine specific multiplication strategies during Computational Fluency Workouts. Point out strategies as they arise during Unit 2 as you begin multiplication with larger numbers.

Students need ample opportunity to develop efficient, accurate, and flexible ways of computing. This takes PRACTICE. In John Van de Walle's article, "Hard Questions About Drill and Practice," [reprinted 2007, The Math Learning Center], he writes that practice provides:

• an increased opportunity to develop conceptual ideas and more elaborate/useful connections;
• an opportunity for developing alternative and flexible strategies;
• a greater chance for all students to understand, not just a few; and
• a clear message that math is about figuring things out and making sense--not mindless rules.

Van de Walle elaborates that "if a practice-approach to concept development is taken, the required skills will be a likely outcome with little or no drill." This reminds me of something I recently heard in an entirely different context...

I currently have two children with driver's permits. They are both taking driver's ed. In the course introduction, the instructor told us that she often sees parents who wish to set up very narrow parameters for driving practice. Only when it's daytime. Only when the roads are dry. Only when the traffic volume is low. She emphasized that our job is to give our practicing drivers a wide variety of conditions in which to try out their skills. They need to be able to come up with efficient, accurate, and flexible ways of approaching situations they might encounter on the road. Driving issues do not always fit into neat little boxes where a certain guideline or rule can solve the problem. I could drill my kids about what to do when they see a red light, a school bus, or a passing zone, but that's not enough. My new drivers need lots and lots of practice in many different venues in order to become "fluent" drivers.

Likewise, children need time to practice a variety of mathematical strategies. With ample opportunity, they will find the strategies that work for them, enabling accuracy, efficiency, and understanding.

For more information, refer to the article linked in the recent blog post, "Fluency in Teaching Children Mathematics." And grab the "Multiplication and Division Strategy Posters" if you'd like a visual reminder to post in your classroom.