 # Educator Resources

## Why bring AKC Math Agility into your classroom?

AKC Math Agility is affordable and easy to use.  The app allows for up to eight users, meaning up to eight students can save their progress in the app at a time. Teachers can also qualify for a bulk purchase discount through the app store.  Unlike with other math programs that require yearly subscriptions, teachers can reset player data at the end of the year, so there’s no need to repurchase the app from year to year.

Check student progress simply by clicking on the Records Ribbon for a student.  Children will get plenty of opportunities to practice all four operations as they complete all five levels from Novice to National Champion.  A first-place ribbon helps students unlock new playable dog breeds and breed cards. Students who place in third, fourth or qualifying place need more practice at level one or two before moving on to level 3. ## Paired Lesson Plans

AKC Public Education has created the following lesson plans and resource bundles for teachers to use in their classroom in conjunction with the Agility app.  These high-interest, hands-on activities address Common Core math standards for Number & Operations in Base Ten as well as Operations & Algebraic Thinking in grades 1 through 3.

Centers/Stations Resources

Matching Numbers, Word Form, and Model Centers Game

Ordering Numbers Game

Skip Counting Game

Place Values Game

Hundreds Board

Lesson Plans

Ten More, Ten Less, One More, One Less Lesson Plan

Materials

Making Ten Fluently Lesson Plan

Materials

Subtracting with Regrouping Intro Lesson Plan

Materials

Explaining Adding with Regrouping Lesson Plan

Materials

## AKC Math Agility and Common Core

### Common Core Standards Supported by AKC Math Agility

CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.

Resources

Burns, M. K., Ysseldyke, J., Nelson, P. M., & Kanive, R. (2014). Number of repetitions required to retain single- digit multiplication math facts for elementary students. School Psychology Quarterly, 30(3), 398-405. doi:10.1037/spq0000097

Codding, R. S., Shiyko, M., Russo, M., Birch, S., Fanning, E., & Jaspen, D. (2007). Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal Of School Psychology, 45(6), 603-617. doi:10.1016/j.jsp.2007.06.005

Cumming, J. J., & Elkins, J. (1999). Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs. Mathematical Cognition, 5(2), 149-180. doi:10.1080/135467999387289

Georgia Educational Researcher, Vol 14, Issue 2, Article 2.  2018 The Importance of Automaticity Development in Mathematics. Austin T. Baker University of North Georgia, atbaker25@gmail.com Josh Cuevas University of North Georgia, josh.cuevas@ung.edu

Lin, F., & Kubina, R. J. (2005). A preliminary investigation of the relationship between fluency and application for multiplication. Journal Of Behavioral Education, 14(2), 73-87.