How to Use CBM When Teaching Multiplication Fact Families (e.g., times tables for 2, 3, 4)

How To Use CBM When Teaching Multiplication Fact Families (e.g., times tables for 2, 3, 4)

By Brian E. Mac Farlane, MA.Ed

Step 1: The CBM steps begin by creating or selecting an appropriate multiplication fact family probes (test) for the student's grade and skill level. However, I teach a scripted math program that does not have a specific probe for multiplication. Therefore, my probe would be an assessment created by another publisher consisting of 100 problems multiplication problems for multiplication fact families. 

Step 2: Next, I would administer and score student math probes at regular intervals (weekly, bi-weekly, or monthly). The weekly probes would consist of ten multiplication problems in which students would have one minute to complete.  The assessment score would be calculated by dividing the total correct answers by the total number of problem. This calculation will give me a probe score in the form of percentage correct.

Step 3:Then, I would use a line graph to graph the student’s weekly probe percentage scores. This is an important step in the CBM process because, it symbolize a visual representation of the student’s progress towards goals.

Step 4: My next step would entail establishing student academic math goals. This step is important to indicate the expected level of proficiency that students will demonstrate by the end of the school year and the amount of growth expected in shorter periods of time (e.g., weekly goals).

Step 5: After an analysis of the student progress data, I would make any necessary instructional decisions. For example, I could provide practice of multiplication facts using a computer software program that give immediate feedback to the student.

Step 6: Feedback given as part of formative assessment helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal (Ramaprasad, 1983; Sadler, 1989). Communicating student progress is a fundamental component of the CBM process. So, I would meet individually with my student to review their goals, and talk about their progress by utilizing the probe data results and graphs. I would also communicate the student progress to parents, and other educational professionals by providing them student data (copies of probes and or graphs). This communication process would be ongoing throughout the school year.