I am a Math Support Teacher in a K-5 building. I support all teachers in helping children in their classrooms who are struggling, as well as model and observe Investigations lessons, offer suggestions and make/find supplemental or remedial materials. I am able to track student progress a little and I have noticed, in particular, a major defecit (sp?) in students' ability to subtract fluently with a regular strategy at fourth grade. I have to say that these children have experienced some amount of Investigations in each grade level since Kindergarten. This is our first year of "full implementation" (required 6- 7 units per grade level) and some teachers have been having a hard time over the past few years letting go of teaching the standard algorithm. However, I was in all of these children's third grade classes last year. I know their teachers all encouraged multiple strategies. The problem I see is lack of practice of those computation strategies. In other words, they haven't identified their own personal strategy(s) and haven't practiced using them. Now for my questions- Are other schools who are doing reform math seeing this same problem? How much time do you spend on computation practice? Should it ALWAYS be within a word problem, or is it ok to have them practice a page of 8 or 10 "naked numbers" now and then? Does anyone know of any good resources for computation practice? We have a technology department which can create booklets for the kids if we give them reproducible materials.