No Series: Planning Full Days & Practicing Fast Facts


Common core State Standards

  • Math:  Math
  • Practice:  Mathematical Practice Standards
  • MP6:  Attend to precision.

    Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Download Common Core State Standards (PDF 1.2 MB)


Common core State Standards

  • Math:  Math
  • 3:  Grade 3
  • OA:  Operations & Algebraic Thinking
  • C:  Multiply and divide within 100
  • 7: 
    Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Download Common Core State Standards (PDF 1.2 MB)

Planning Full Days & Practicing Fast Facts

Lesson Objective: Incorporate practice with multiplication facts in your daily routine
Grade 3 / Math / Planning
Math.Practice.MP6 | Math.3.OA.C.7


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Discussion and Supporting Materials

Thought starters

  1. How does Ms. Saul use short daily activities to keep students moving and engaged?
  2. What specific activities does Ms. Saul use to reinforce multiplication tables?
  3. Why is it important to individualize instruction and practice for students during daily routines?


  • Private message to Elizabeth Simmer
Your students are SO lucky to have you in their lives! I go back and watch your videos again and again because I continue to find something more to think about for my own classroom. Also, your calm, organized approach is amazing. Nothing you put into your day is without purpose. Thank you for sharing and I hope there will be more videos following the other parts of your day!
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  • Private message to Julia Chope
Hi Holly, You can see the class singing the song in this video:
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  • Private message to Martha Conway-Cole
Class schedule provided didn't have any Reading or Language Arts except for DOL? I thought that was curious. Does she skip ELA on certain days?
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  • Private message to holly wells
Do you by chance have a video of your class doing the whole Work hard everyday song? I would love to show my kids this so we can start doing something like this to get going each day!
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  • Private message to Brian Albrecht
What resource did she use for the fact sheets and flash cards?
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  • Classroom Close Up: 3rd Grade Math: Planning Full Days & Practicing Fast Facts with Jennifer Saul

    Jennifer: Our day is

    Classroom Close Up: 3rd Grade Math: Planning Full Days & Practicing Fast Facts with Jennifer Saul

    Jennifer: Our day is very full.

    "We are going to do Math Journal."

    "And, up for Math Meeting, please."

    "You did such a great job this morning, exploring polygons."

    "I'm going to put the number of the day on the board."

    As their classroom teacher, I'm responsible for moving them along in every subject, so our day has to be planned down to the minute. And, it literally is. We spend four minutes on this, and we spend eight minutes on this, and that's why I do use my timer a lot.

    I pretty much choreograph my day, and I really think about the flow of them to the carpet, back to their desks, now in groups.

    Student "Three jumps of ten."

    Jennifer: I try to keep students moving. You can really tell when it's been too long.

    "OK. Why don't you stand up real quick."

    I usually keep it to about 20 minutes before we would transition or have some type of a break before we go right back to work.

    "Ones, tens, hundreds, thousands. Circle and tell me whether it's even or odd."

    So, my recommendation to someone new who's just starting, would be to start with something simple like just getting the bell schedule. You know, what are the things that are out of your control, like students have to be at lunch at a certain time? This is their recess time. Putting those things in place, and then seeing what type of blocks you have. And, then determining what would fit well in those blocks, whether you want to do Math in the mornings, or that's where you'd rather have them doing their Language Arts because maybe they're second language learners and their brains need to be fresher for that. And, then try it, and remember you're not tied into it. Everyone can play with their schedule, until they find something that seems to work for them.

    Daily Fast Facts Review is one of our instructional guidelines, so we do it everyday, and we're working on committing them to memory.

    All: (Singing) 4-8-12-16-20-24-28-32-36-40.


    Jennifer: I have always been able to commit things to memory if I could sing.

    All: (Singing) 7-14-21-28-35-42

    Jennifer: And for students, it really works.

    All: (Singing) 49-56... and 63...

    Jennifer: After our skip counting songs, each student has their own individual daily practice drill.


    Each student has their individual fast facts folder in their desks and inside there's a page protector that can just be changed out, whether they're on their two's, their three's or four's, their five's. And, I they also have their own set of flash cards. So, today they were working on 25 facts, and they have a minute and fifteen seconds to complete them.

    And, when the timer goes off, if they've completed all 25 facts, they lift their folder up immediately, and I collect those for my grading. If they haven't completed the page, they erase it, and just put it back inside their desks, so that they can re-take it the next day.

    "Whew! Wow! Do we work hard everyday?"

    All: "YEAH!"

    Jennifer: "Are your brains feeling a little tired?"

    All: "YEAH!"

    Jennifer: "That is good."

    Well, I hope at the end of the day that my students, their brains do feel really tired. And I want them to feel good about that because that means they've been putting a lot of effort into our studies.

    So, it's the effort that helps them take ownership for their own learning.

    "Learning positions."

    I feel like it's our tendency to just tell students "You're really smart." But, at the times when things are difficult, they start to feel like "Well, maybe I'm not smart." So, instead I take the approach of "You are a very hard worker, and you think hard everyday. And, because of how hard you work and think and apply yourself, that's why you have success. It's not something you are either born with or without. It''s the effort that's put in throughout the day that helps you achieve the success at the end. And, you always have that as a resource. You can always keep trying, and you can always keep working, and you can always think more."


Jen Saul
English Language Arts Math Science Social Studies Arts / 3 / Teacher


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Lesson Planning