I came across the problem using level 1 division of the speed math system that students would just say 1,2,3,4,5,6,7,8,9,10 as fast as they could because the numbers were always the same on division 1. I was going to either force students to read the problem with the answer and time them for 2 min instead of 1 or eliminate the division 1 speed math and move to division 2 automatically. Has any one else come across a problem like this with the speed math system and what would you suggest I do?

They are supposed to read the problem and say the answer, this will slow them down some. My middle school students always think level 1 is silly - then during a lesson I will ask someone what 1X6 is and they will say 1, and then I remind them why we practice Super Speed Math...

I teach third grade and just started using multiplication in SuperSpeed Math. I have the students read the factors and tell the product. This seems to work out well because when the student gets through all of the problems in one minute with no mistakes, then the partner crosses out the first line. The next time that we do SuperSpeed Math, those students start on the second line of problems and go for one minute. They really like the challenge of having no mistakes, beating their own personal goal and beating their first timing!

I just started using super speed math too in 3rd grade. My studnets were just trying to go through level 1 on multiplication by saying 0 0 0 0 as fast as they could too. Plus they were getting confused when they came to the end of the row with the zeros on it. I didn't know that the students were supposed to say the problem and the answer. That makes more sense. Now I'll just have to let them know that they have to say the problem and the answers too.

Hmmmmm. . . . I didn't really see in the directions for Super Speed math that thye say both the problem and the answer but it does make sense. I s that how most people are doing it?

Stephanie

Don't worry that your students recognize that there are patterns involved with their facts. That's actually a good thing. Although I do not have my students say the problem as they solve that may be a way to reinforce that math facts are all about patterns. If your students are flying through these particular facts then they probably don't need to be practicing them. Have them move to the next line, or like you said, shorten the time period to make it more challenging.

Stephanie
The idea of having students say the problem and then the answer, came up after classroom testing SuperSpeed Math and so it isn't in the download. It does seem the best way to go, because we want students to learn the pattern of problem/answer, not just answer, answer, answer. Also, as you may know, multiplicaiton by zero does occasionally result in math errors, so it's best to start students at a level that might seem "too easy."

I began using the Super Speed Math this week. I teach second grade. We began with test one. I have a few questions. Do the students set a goal and put a dot daily? Do they break a record and record it on the star sheet each time they surpass the farthest they have gone, or only if they pass their goal? I am a bit confused. I let them readjust their first goal (dot) once they realized that it took longer than they realized to go six or seven rows.

They are really excited about using this and the energy is HIGH!!

Also, my gut is telling me that there should be a way for some of the the kids who are more advanced to be moved ahead, but I also want to just work the program. Ideas?

Thanks,
Karen