Marie Hirst, Numeracy Facilitator, TEAM Solutions University of Auckland

Basic Facts Practice Activities based on Blooms Taxonomy

Objectives / Basic Facts Practice Activity
Remembering
Can the student recall information?
Keywords
Recognise, list, describe, identify, retrieve, name.. / · Computer websites/CD roms
· Speed sheets for targeted facts
· Number Grids
· Number search (useful for groupings e.g. to 10),
· Matching activities, e.g dominoes/pairs/snap
· Flashcards on a ring (written by child and added onto a ring)
· Circle wheels
· Number Line Flips
· 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
Can the student explain ideas or concepts?
Keywords
Interpret, exemplify, summarise, infer, paraphrase / · Write in their maths diary or shared class book.
· Draw a diagram.
· Use a thinkboard.
· Use a fact wheel
Applying
Can the student use the new knowledge in another familiar situation?
Keywords
Implement, carry out, use / · Use basic facts for solving story problems.
· Write story problems to match basic facts
· Play targeted games e.g.bowl a Fact, arithmefacts,
quick thinking, card/dice/domino games, algebra relays, table codes
· 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
Analysing
Can the student differentiate between constituent parts?
Keywords
Compare, attribute, organise, deconstruct / · Complete a T-chart for comparing basic facts
· Use venn diagrams to show link between facts e.g. multiples of 2’s & 4’s
· Compare and sort basic facts into sets. (e.g. more/less than 20)
Evaluating
Can the student justify a decision or course of action?
Keywords
Check, critique, judge, hypothesise / · Compare / Debate e.g. why 9 x 4 is better solved by 10 x 4 – 4 rather than 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 +4
Creating
Can the student generate new products, ideas or ways of showing things?
Keywords
Design, construct, plan, produce… / · Create a game, e.g. snakes and chances, I have, who has, jigsaws,
· Write a poem/song/rap e.g. about doubling
· Design a powerpoint e.g. for practising groups to 10
· Design a listening post e.g. for doubles
· Design a poster e.g. for adding 9