<p> Basic Facts Practice Activities based on Blooms Taxonomy</p><p>Objectives Basic Facts Practice Activity Remembering  Computer websites/CD roms Can the student recall information?  Speed sheets for targeted facts Keywords  Number Grids Recognise, list, describe, identify,  Number search (useful for groupings e.g. to 10), retrieve, name..  Matching activities, e.g dominoes/pairs/snap 3 + 4 7  Flashcards on a ring (written by child and added onto a ring)  Circle wheels</p><p>2 5 8 1 9 7 3 6 x3</p><p> Number Line Flips 6 15 24 3 27 21 9 18 4 x 7 = 28  Slidey cards  Basic Facts Fitness Circuits, e.g. chant targeted facts whilst doing press ups, sit ups, jogging, throwing a ball, step ups, etc)  Headworks  Playing specific games: e.g..Number Boggle (Bk 4;33 MM4-35), Number Mat (bk 4;34), Hand game, Basic Fact Bingo, Four In A Row  Squeezy Box Understanding  Write in their maths diary or shared class book. Can the student explain ideas or  Draw a diagram. concepts?  Use a thinkboard. Keywords  Use a fact wheel Interpret, exemplify, summarise, infer, paraphrase</p><p>Marie Hirst, Numeracy Facilitator, TEAM Solutions University of Auckland Applying  Use basic facts for solving story problems. Can the student use the new  Write story problems to match basic facts knowledge in another familiar situation?  Play targeted games e.g.bowl a Fact, arithmefacts, quick thinking, card/dice/domino games, algebra relays, table codes Keywords Implement, carry out, use  Brainstorm – if you know this (e.g. 4 x 2) what else do you know?  If this is the answer (e.g. 14) what could the question be?  Basic Facts Target Number.(e.g. Make 14 by…adding two numbers),  Sums and Products</p><p>Analysing  Complete a T-chart for comparing basic facts Can the student differentiate  Use venn diagrams to show link between facts e.g. multiples of 2’s & 4’s between constituent parts? Keywords  Compare and sort basic facts into sets. (e.g. more/less than 20) Compare, attribute, organise, deconstruct Evaluating  Compare / Debate e.g. why 9 x 4 is better solved by 10 x 4 – 4 rather Can the student justify a decision than 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 +4 or course of action? Keywords Check, critique, judge, hypothesise</p><p>Creating  Create a game, e.g. snakes and chances, I have, who has, jigsaws, Can the student generate new  Write a poem/song/rap e.g. about doubling products, ideas or ways of showing things?  Design a powerpoint e.g. for practising groups to 10  Design a listening post e.g. for doubles Keywords Design, construct, plan, produce…  Design a poster e.g. for adding 9 Marie Hirst, Numeracy Facilitator, TEAM Solutions University of Auckland Marie Hirst, Numeracy Facilitator, TEAM Solutions University of Auckland</p>