Sample Lesson

MENTAL COMPUTATION Practice Cards (Version 1993)

Introduction

Mental computation is a very practical skill. It also plays a vital role in helping students develop number sense and prepares them to better understand subsequent mathematical topics.

The Michigan Essential Goals and Objectives for Mathematics Education stress mental computation. A systematic program of regular practice prepares students to attain these important mental skills.

The Mental Computation Practice Cards provide a helpful way to obtain brief regular practice. The cards can be used 2 or 3 times per week throughout the year. They need to be administered in a mode where time can be regulated (to prevent using pencils for figuring and to promote mental activity).

A set of cards is available for each grade level, three through eight. There are four cards on each 8 1/2 in. by 11 in. sheet. The answer key is on separate pages.

Format

Many of the cards can be duplicated and passed out to the students one card at a time.

Some cards can be administered by making a transparency or copying them on the chalkboard. Students write their answers on a scrap of paper. Some cards can be given either as a written task where students "see the numbers" or they can be given orally. When given orally, the teacher reads the computation aloud and students write the answer or give the answer as a choral response.

Cards that can be given as written or oral tasks are labeled with this symbol

Teachers may wish to give these designated oral/written cards twice (separated by several days) once as an oral task then later as a written task or vice versa.

Some cards require a higher level of reasoning - others call for routine computation. The more nonroutine cards are labeled with *. Students may need slightly more time to complete the task.

"Thinking cards" are labeled with an asterisk (*)

Scoring

Answers should be checked as soon as possible to provide immediate feedback, but teachers can use discretion on maintaining a record of scores. The practice opportunity is more important than the record keeping.

The mental computation skills covered on the cards approximate the developmental sequence of computational skills covered during the school year. Skip over any card when you feel your class is not ready. Use the omitted cards later on in the year.

There is no standard time limit. A reasonable time limit is an important part of mental computation practice. If the practice activity is "oral", then the teacher is pacing the movement from one computation to the next. If the activity is a written one, then a time limit for the total card is needed. One minute from start to finish is adequate for many cards. Two minutes may be necessary for more difficult cards.

The cards in and of themselves, do not teach mental computation strategies. Classroom instruction on various mental computation techniques is desirable. The cards only provide opportunity for practice.

The listing of skills and the sequence of skills on the cards is given at the end of this packet.

Directories

Cross-Referenced by Content

The skills covered by the practice cards are described under separate cover: Mental Computation Skills. The following code is used to enumerate these skills-

• WA Whole Number Addition
• WS Whole Number Subtraction
• WM Whole Number Multiplication
• WD Whole Number Division
• F Fractions
• D Decimals
• P Percent

In general, each card focuses on one skill. There are, however, some cards where more than one skill is included. These cards are indicated on the "cross-reference by content" directory with this symbol (#).

A suggested calendar sequence is given. This directory includes the listing of the skills (named by their respective codes). This directory shows the cycle for the skills.