Times Tables Intervention - Term 4

Times Tables Intervention 

Year 7 Team

Term 4 2019

During one of our Year 7 team meetings we discussed that many of our learners do not know their basic facts and that this is having an impact on their mathematical progress.  We decided as a team that we would run a ‘short’ basic facts intervention during Term 4. Each Year 7 team member picked a small group of students (most who are achieving below the expected curriculum level) to work on their basic facts with.  Group sizes depended on teacher selection, but it seemed to be between 4-6 children per class. Each teacher gathered some pre-data from their small group, which was a timed basic fact test (1 minute to see how many out of 20 could be done). The teaching took place over a few weeks and then post-data has been gathered.  The post-data is the same timed basic fact test that was done at the beginning of the intervention.

Here is the information we gained from the intervention:

Engagement:  Most of the children selected for the intervention have been excited about learning their basic facts.  They have wanted to do it! One Year 7 teacher explained that they have not even had to ‘dangle a carrot’ in order to get their children engaged into their basic facts.  This has implications as it shows that many of our learners who are not achieving at the expected curriculum level are excited about the prospect of learning their basic facts.  They feel successful because the results are instantaneous, they either got it right or wrong. If they didn’t get it correct, it is not a complicated process about why they did not get it correct.  Many other children have been ‘asking’ to join these basic fact intervention groups because they have heard and seen children experimenting success.

Strategies:  There have been a number of strategies used to raise achievement in the cohort selected for the basic facts intervention.  Many games have been played, such as, ‘Buzz’, ‘Table Snap’, ‘Round the World’ etc. These are exciting and engaging for the children.  Teachers have spent time showing and talking about the groupings of numbers and how skip counting relates to this. Also, teachers spent time showing students how simpler basic facts can be used to work out harder ones, for example, if you know 3x8=24, you should know that 3x9 is just 3 more.  Some lollies or rewards have been dished out as teachers worked with the small groups on ‘FAST RECALL’. On a sheet of basic facts one Year 7 teacher got her students to highlight what they didn’t know so that they had some agency and ownership over what could be learnt for improvement. All Year 7 teachers agreed that their children required constant repetition of the basic facts, going over and over them.  One teacher listened to songs, one developed patterns around the numbers, so that it could be recited in a rhythmic way. The ‘rote’ learning style of basic facts has proved successful with many of these children. This has implications because it shows that learning style is definitely a factor in basic fact learning and that ‘rote’ learning works for some (where it has been at times been frowned upon).

Basic Facts:  Teachers agreed that the 10x tables are not an issue with their children but that the 0x - 9x tables is.

Involving whanau:  One teacher completely immersed whanau into the classes basic fact learning.  Basic facts practice at home is an effective and positive way to involve our whanau in their children’s learning.  Basic facts are a mathematics concept that is understood by parents & families, which means they can assist their child at home.  Times tables sheets can be sent home for children to practice with their families. Whanau feel that they are supporting their children’s learning.  It can promote collaboration and a partnership between home and school. It is important to communicate with whanau regarding basic facts learning so they know exactly what to do and why this learning is important.  This has implications for us as teachers because if we can do this effectively (promote the partnership between home and school with our basic facts), it will most certainly raise the achievement of our children.

Manageability:  All Year 7 teachers agreed that it has been difficult at times to run the intervention and that some days have been missed.  This has implications for teachers and students because it is important that learning is manageable and does not cause anxiety for teachers and students (which could reduce the effectiveness).  An intervention takes place over and above the learning that is already occurring, therefore to reduce anxiety maybe the basic facts groups need to occur more as part of the everyday programme.        

Confidence:  Children involved in the intervention have become more confident in their mathematics.  This will be because they are feeling successful and seeing their progress. Year 7 teachers have noticed that the newly acquired basic fact knowledge is being transferred across into other learning, for example, area problems.

“Maths has always been really hard but now that I am becoming more confident with my basic facts it is becoming easier”. Tegan Harris       

Planning:  Our in-depth discussion about basic facts has led us to change our long term planning for 2020.  We have decided to do ‘Number’ in Term 1 because we have evaluated that many children arriving into Year 7 are still not confidently reciting and understanding their basic facts.  We have decided that we need to focus on this at the beginning of the year. The plan is that this change will help aid children’s mathematical understanding in other areas as 2020 progresses. 

The Results:

Room 18

Beginning of Term 4 Pre Test

Summer 6/20

Jack 5/20

Tegan 10/20

Carter 9/20

Week 8 Post Test:

Summer 10/20

Jack 11/20

Tegan 14/20

Carter 12/20

Room 19

Beginning of Term 4 Pre Test:

Cameron 6/20

Felix 9/20

Te Ahu 4/20

Hunter 10/20

Wayne 7/20

Week 8 Post Test:

Cameron 13/20!

Felix 11/20!

Te Ahu 8/20!

Hunter 12/20!

Wayne (absent)

Below is some examples of what I do and when. 

Times Tables Intervention in Room 19:

Wednesday 30th Oct

- Tested using ninja basic facts sheet (3x6) 

Given only 1 min

-A.P (14/20)

-T.S (4/20)

-C.Y (6/20)

-W.N (7/20)

-A.B (17/20)

-B.W (20/40)

-H.S (10/20)

-F.H (9/20)

Students chosen for intervention:

- T.S

- C.Y

- W.N

- F.H

- H.S

Tuesday 5th Nov

What did we do?

- Looked at our test results

- Learnt the 6 times table song https://www.youtube.com/watch?v=FFwpNkZEuKU

- Count up in sixes

- 6 Times table race in teams on the whiteboard

Absent: T.S

Wednesday 6th Nov

- Revisit 6 times table song

- Count up in sixes

- Play buzz (6xtables)

Tuesday 12th Nov

- Learn the seven times table song https://www.youtube.com/watch?v=v-NWsS3R-Ns

- Count up in sevens

- 7 Times table race in versing each other on the whiteboard

- Play buzz (7xtables)

- Tested again (same column)

F.H 10/20

H.S 12/20

C.Y 13/20

YAY IMPROVEMENTS!!!

Buddies:

F.H and E.B. 

C.Y and T.G.

H.S and G.G. 

W.N and 

T.S and 

Game suggestions:

• Table challenge
• Loop cards
• Times table flower challenge
• Bingo
• Greedy Pig

Wednesday 13th Nov

- Recap 6 times tables

- Sing 7 times tables song

- Played buzz

- Learnt a new game: Salute

There have been whole class improvements over the past two weeks as we've worked on times tables daily.