Basic Facts Knowledge

A Staff Tutorial

   
This tutorial will:

1. Define basic fact knowledge and

outline why it is important

3. Introduce a teaching, learning and

assessment model for basic facts

5. Help you consider how your current

practices are aligned with the model

7. Introduce a resource based on the

model
Basic fact knowledge is:

the ability to have fast and fluent recall of

key:
• addition/subtraction facts
• multiplication/division facts
• proportional relationships
Basic facts knowledge is important
because it:
• Aids estimation and mental
calculation
• Develops conceptual
understanding
• Strengthens connections within
and
between strategies
• Is key to working confidently
at “Number Properties”
Which facts are important?
Basic Fact Knowledge Progression
Book 1 Number Framework (MoE 2005)
Introducing the basic facts teaching,
learning and assessment model…
Point A: Fact Selection

At the centre of this model are sets of

basic facts that every child should
learn.

The teacher selects sets of basic facts

appropriate for each student to learn
based on diagnostic information
about their learning needs.
Point B: Strategy Teaching

The set of facts is then taught through the

exploration of strategies used to solve the
equations. This strategy teaching would
follow the same sequence as numeracy
sessions:
 
materials –> imaging –> number
properties

Example: The doubles +/- 1 may be

introduced following successful practice and
recall of the doubles facts set:
8 + 7 as a double (7 + 7) + 1
Point C: Practice

Once students demonstrate proficiency with

the strategy, recall of the set of facts is
developed through games and other creative
drills that encourage accuracy and speed.

Students practice sets of facts that can be

solved by a similar strategy, giving them the
opportunity to match strategies to facts to
assist in the development of recall.

At the point of recall, students can retrieve

the answer to a fact equation quickly and
efficiently.
Point D: Knowledge

Students have fast and fluent recall of

the set of facts and their knowledge
becomes a tool to help them solve
number problems.

This may also become the first step in

selecting a new set of facts to take
through the teaching cycle, as a new
number pattern or relationship
emerges from what is known.
How do you currently teach basic
facts?
List what you currently do to help students
learn basic facts.
– Drills
– Flashcards
– Chanting
– Games
– Timed tests
– Quick ten
– Others?
 How do your current practices fit with
this model?
Fit each of your current practices within the
teaching model by completing the chart:
Fact Selection Strategy Practice Knowledge
How do you select Teaching How do get students How do you get
appropriate facts for to learn the basic students to use the
How do you develop
each student to facts once they basic facts they
student
learn? understand them? know?
understanding of
basic facts?
The Resource
The basic facts resource provides
A: Sets of related basic facts
B: Teaching Activities for each fact set
C: Practice Activities for each fact set
Sample page
Assessment has different purposes at
each stage of the model:
Point A: Fact Selection
Assessment provides information about the most appropriate
set of facts for each student to learn.

Point B: Strategy Teaching

Formative assessment during strategy teaching sessions
provides information about how well students are using
existing known facts and an understanding of number
operations to learn new facts. Teaching is modified accordingly.

Point C: Practice
The teacher monitors whether the set of facts is approaching
recall. An efficient way to do this is through the use of do know
/ don’t know cards (next slide).

Point D: Knowledge
Assessment provides information on how students are able to
use the basic facts they know to solve problems. Analysis of
errors can often indicate the type of practice required or may
even indicate need for further teaching to repair
misconceptions that have developed.
Do know / Don’t know cards
A way to encourage and monitor the development of recall.

One easy way to keep track of which facts are

known is to have a set of cards with all of the
relevant basic facts for each student, with
one fact per card.

These can then be separated into 2 piles: those

that can be recalled instantly and those that
can’t.

Each day students are given a card to learn

from the don’t know pile. Once it is known
reliably, the card moves into the do know
pile.
In conclusion, an effective basic facts
programme will involve…
Selecting appropriate sets of related facts for
each student to learn.

Using strategy teaching to ensure students

understand facts and the relationships
between facts.

Ensuring students develop recall of facts

through practice.

Giving students opportunities to use the basic

facts they know to solve problems.