 identifying the various ways in which math facts can be understood, such as “+ 1”, ” 1”, “+ 2”, “ 2”, “+ 10”, “ 10”, “doubles”, “making 10”, “× 2 or doubling”, “× 10”, “× 5”
– Focusing on the Fundamentals of Math – A Teacher’s Guide, p.3
Video Selections
These curated videos have been selected to help you gain a deeper understanding of the above selection from “Focusing on the Fundamentals of Math – A Teachers Guide”.
Building Fluency with + Facts: Rekenrek (6:17)
From "Leaders in Educational Thought Mathematics K12 "
Learning and Understanding Math Facts Using a String (16:11)
From "Passion for Learning and Teaching Mathematics (2018), Grade 1: The Brownie Dilemma"
Strategy Posters (2:19)
From "Passion for Learning and Teaching Mathematics (2018), Grade 1: The Brownie Dilemma"
Primary: Linking Language to NonVerbal Reasoning (4:35)
From " Spatial Reasoning in Number Sense and Numeration"
Strategies for Mental Calculation  Cathy Fosnot (2:46)
From "Building Success in Mathematics: A School’s Journey"
Composing and Decomposing to Understand Quantity (4:41)
From "Spatial Reasoning in NSN, Spatializing"
Text Resources
This curated list of documents have been selected to help you gain a deeper understanding of the above selection from “Focusing on the Fundamentals of Math – A Teachers Guide”. Each link will take you directly to the relevant section within the document.
A Guide to Effective Instruction in Mathematics Gr. 13 Number Sense and Numeration 

A Guide to Effective Instruction in Mathematics, K6, Number Sense and Numeration Vol 1, The Big Ideas 

Learning Mathematics vs Following “Rules”: The Value of StudentGenerated Methods 

The Mathematical Territory Between Direct Modelling and Proficiency, What Works 