# This is not a… – Numerical Fluency

Topic: Numerical Fluency
CLI Strategy: This is Not A…
Subject: Math
TEKS: 3.1,3,4; 4.1,2,3,4; 5.1,2,3

Students will be able to: practice fluently describing the value of whole numbers and decimals using addition, subtraction, multiplication, division, and fractional parts.

Procedure:

• Have students sit in a circle.  Show students a number on a piece of construction paper, and ask them to describe the value of the number.  (ie: If the number were 10,000, students may say the number is the sum of 2,500 + 7,500; less than 1,000,000; greater than 6,000 + 3,999; half of 20,000.)  Record some of these responses on the board.
• Tell students that when they receive the paper, they are going to say, “This is the number _____; it also _____.” (ie: This is 3600, it is also 900 x 4.)  Then they are going to pass the paper to the student next to them, who is going to do the same.  Model first, then pass the paper to the student next to you.
• Students can use the same or a different equation than others who have gone before them; students can also use an equation from the board for support.
• After the paper is passed around the circle, repeat the activity again, passing the paper in the opposite direction or timing the students as a game to beat the clock.

Possible Reflection Questions

• Describe: What were some different values for _____ that we did not record at the beginning of this lesson?
• Analyze:  If our number were 1 greater, how would that change our equations?  What if our number were 1 less?
• Relate: How did it feel to participate in this activity?  What did we do as a classroom community to “beat the clock”?