I have been developing some hypotheses about how I can best do this, and one theory has come to light after discovering some of my learners were struggling with their maths knowledge. I first noticed they were struggling with new strategies but soon realised it was their lack of knowledge that forced them to revert to lower stage strategies.
I have been doing lots of new Basic facts work in class, but it got me thinking about what basic facts actually are, and whether worksheet-esk activities were the best way to learn them (which is what I had been doing).
I found this great PD Resource for basic facts on the NZ Maths website. It has a really clear way of explaining basic facts, and ideas for helping learners both to understand them and value them.
Check it out here
Examples of Definitions
I really like the idea of explicitly teaching the inverse relationships of basic facts. i.e. if you know "this" then you know "that" sort of thinking.