# First In Math

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First In Math

## 3. Students are eager to practice, as they are while in sports. The relation they are trying to build is the same where students are wanting to be in a sport, so they wanted the same effect for as student to lean and achieve in math. The desire to continue, practice, and learn.

### 3.1. Aligns with common core

3.1.1. FIM generates a family friendly user ID

3.1.1.1. ID's for students can be printed on labels for easy access and distribution

3.1.1.1.1. Self-Paced

3.1.2. Nice selling point! DDeVido

## 4. Modules- Each icon on the site has its own unique icon/picture

### 4.1. Just the Facts

4.1.1. pre and post-test determine students fluency level with all four basic operations (addition, subtraction, division, multiplication) Includes whole numbers, decimals, fractions and integers

### 4.2. GYMS

4.2.1. Students build fact fluency with decimals, fractions, integers and whole numbers

### 4.3. K2 World

4.3.1. Activities that are appropriate for student's development in grades K-2. Pre-numeration activities, shape and pattern recognition, number lines and early fact fluency

### 4.4. What Do You Know

4.4.1. Complete pre- and post-test of world problems drawn from nine math domains targeted to specific grade levels

### 4.5. Know & Show

4.5.1. Students practice word problems that span the nine mathematical domains. Addition, subtraction, multiplication, division, fractions, decimals, integers, exponents, order of operations

### 4.6. Bonus Games

4.6.1. Students build up their skills and practice through a seamless gradient of challenges. The more a student works on the bonus games and completes the first game of any skill set, it becomes easier for them to click on any other games they want to work on.

### 4.7. Measurement World

4.7.1. Students learn and become proficient in telling time, money , distance, weight, length, area and perimeter

## 5. Different steps

### 5.1. Step One

5.1.1. Create baseline data for each student. Teachers pick different modules for students to choose from.

5.1.1.1. This relates to extending the curriculum for individual student achievement. ARoberts

5.1.1.1.1. As well as curriculum, ISTE-Teachers, ISTE-Students, Bloom's Digital Taxonomy, ETC...ARoberts

5.1.1.2. This is so important in the classroom. Great for differentiating instruction and monitoring individual student progress. -Crystal hampson

### 5.2. Step Two

5.2.1. Use data to monitor progress, can monitor throughout the year. Can click on each module to see the students' progress in each

5.2.1.1. What is the outcome if students are not progressing? DDeVido

5.2.1.1.1. This is more to get them involved with math. It is only if the teacher tells them to work on it they are then required. It is more for them to practice and familiarize themselves more with the different components of math. Ayoungfleish

5.2.1.2. The teacher can revise the modules accordingly so that each studnet will progress in the learning process on their own level. ARoberts

5.2.1.3. Great way to monitor students, assess, and revise curriculum accordingly. ARoberts

### 5.3. Step Three

5.3.1. Transparency of goals

5.3.1.1. Goals measure student activity and engagement (Only for GYMS and Know and Show

5.3.1.1.1. School Goals- Teacher and students can view and access shared goals

### 5.4. Step Four

5.4.1. Explore and practice

## 6. Player of the Day

### 6.1. Each morning the player of the day is listed on the teacher homepage

6.1.1. Student can wear player of the day lanyard to wear during the school day

6.1.1.1. This is a great incentive for students to encourage them to play/practice! (CGulli)

### 6.2. Could do monthly play of the day drawings for extra rewards

6.2.1. My school announces the top 3 classes and top 3 players! Believe it or not, just hearing their names announced is a HUGE reward! :) (CGulli)

6.2.1.1. Positive praise/rewards impact the students immensely. This will make a world of difference in the motivation and success of your students. --jcronan

### 6.3. Have the student that is player of the day be line leader/special helper

6.3.1. Great idea for younger students! DDeVido

## 8. Competition at the school

### 8.1. Students are motivated to be the best team in the school and can see their ranking when they log in. Students will see the teams name that is in first, second, and third, and where their team/class is ranked. Each team has their own name that they picked.

8.1.1. Our school has a construction paper train that goes down the one staircase. Students start at the caboose and go up from there. Each compartment is labeled for each level that they move up.

8.1.2. Students love competitions! DDeVido

### 8.3. Can be practiced during Computer special/free time

8.3.1. I noticed that many games are similar to fact fluency tests, meaning they can be completed in a couple of minutes. This is a great option if students have a couple of minutes to spare in between activities. (CGulli)

### 8.4. This is their first year doing it. It is free this year, but next year if they continue they will have to budget for it.

8.4.1. Ah, where will the money come from? Because this is math based they will likely get the funding, however other disciplines are not as fortunate. DDeVido

8.4.1.1. I don't know if there is funding for this. I believe it is something that schools have to pay for out of their own budgets. In our district, some schools have it, some don't. The ones that do it was paid for by the PTO or through fundraisers. It is a shame because so many students LOVE this program! (CGulli)

8.4.1.1.1. Agree, the teachers would have to budget for it next year if they wanted to progress with the program. They will sit down at the end of this year and discuss whether or not they want to continue or not. Ayoungfleish

## 9. Stickers

### 9.1. Students earn stickers every time they complete a game or task.

9.1.1. Stickers are actually tallied up into points. Students don't really see these stickers, they can just see the amount that they have one.

9.1.1.1. Students earn multiple stickers for each game/task

9.1.1.1.1. Do students ever lose stickers? DDeVido

9.1.2. How exciting! Great reward for students. I wonder if they are able to achieve anything greater after achieving so many stickers? -Crystal Hampson

### 9.2. Students can also see the total of the stickers in other grades and their own class

9.2.1. Students can also check on their own goals and see what they have accomplished this month and previous months.

9.2.1.1. Allows for student responsibility and achievement. The student becomes aware of their goals and can achive them and engage in the curriculum. ARoberts