Parent Math Night, anywhere! Grande Prairie & District Catholic Schools Alicia Burdess Numeracy Lead Teacher M.Ed. in Curriculum and Instruction, Numeracy Listen to the introduction by clicking on the speaker.
Transcript
Slide 1
Slide 2
Parent Math Night, anywhere! Grande Prairie & District
Catholic Schools Alicia Burdess Numeracy Lead Teacher M.Ed. in
Curriculum and Instruction, Numeracy Listen to the introduction by
clicking on the speaker.
Slide 3
And once I had a teacher who understood. He brought with him
the beauty of mathematics. He made me create it for myself. He gave
me nothing, and it was more than any other teacher has ever dared
to give me. Lex Cochran
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Heres a game to help teach children to understand numbers:
Salut You will need one deck of cards (take out the face cards for
younger children, assign them a numerical value for older
children). This is played in a group of three. two people stand
facing each other holding half of the cards each without looking at
it, each flips up a card from their deck and holds it facing
towards the third student the third student says: the sum (add the
cardes together) of your cards is. or the product (multiply your
cards) of your cards is. the two students have to guess what card
theyre holding in their hand Variations: Complements of 10 (with
two people) - without looking at it, each holds up card towards the
other Partner A says: you have 4 missing (Partner B says: I have a
6) and vice versa Doubles (with two people) - Partner A flips up
card without looking at it Partner B says: your double is 8
(Partner A says: I have a 4) See the video on the next slide for a
demonstration.
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Video of Salut
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So we can see how important number sense is. We didnt
necessarily work with really big numbers or really small numbers in
the past, but our students are definitely seeing these numbers now!
Video - When Was It A Million Seconds Ago?
http://youtu.be/cJ7A0yTDiqQ Why do we need to focus on developing
number sense? Please watch the video.
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Number Sense We as parents need to push ourselves out of our
comfort zones!
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Developing Number Sense and Place Value Watch the two videos on
number sense and place value. Our students are looking at numbers
differently.
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Subitize - name the amount on card Add - add together flipped
cards Double - turn over one card and double it More/Less - one
deck each - both turn one card over find the difference
Concentration - spread out one deck face down - player picks two
cards to try and make 10 pairs Math Activities for teaching NUMBER
SENSE use dice or playing cards. Developing the important skill of
subitizing: learning to identify numbers without counting
(recognizing at a glance) is crucial to the development of number
sense and basic fact acquisition. Young children need to learn to
trust the count. You can help do this at home. See the two videos
on the next slide for explanations and demonstrations.
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Subitizing Activities! Developing the important skill of
Subitizing!
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What did you enjoy about math in school? What did you not
enjoy? What do we want for our kids? Please listen to the two audio
clips.
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What do the Experts Tell us? John Van De Walle The standard
algorithms, when introduced too early and without number sense, can
cause difficulty for many students. Most, if not all, mathematical
concepts and procedures can best be taught through problem-solving.
This is why our children are learning math differently than how we
learned math.
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Percentages! 100%50%25%10%5%2%1% $80$40$20$8$4$1.60$0.80 30% of
$80? 90% of $80? 35% of $80? 40% of $80? 125% of $80? 60% of $80?
15% of $80? 70% of $80? 75% of $80? 24% of $80? 100%50%25%10%5%2%1%
$80 Example of working students through Number Sense and Reasoning
Fill out the top table by only using mental math! Now use the table
to find out these percentages only using mental math! Please watch
the video on the next slide for a demonstration.
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Watch the video on how to teach percent using mental math.
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Ma & Pa Kettle http://youtu.be/CACQmiaU6CU Watch the video
to see why learning with understanding is so important.
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What do the Experts Tell us? Grayson Wheatley A curriculum that
emphasizes computational methods at the expense of mathematics
concepts and relationships is no longer acceptable Gone are the
days when the teacher explains meaningless rules from the textbook
and students only practice computational methods
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So how are kids learning how to add, subtract, multiply, and
divide? More Multiplication More Division Addition Subtraction
Multiplication Division The short answer: by thinking! Watch the
videos of grade four students learning operations with numbers
(examples of personal strategies). *These videos will open in
another window*
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So how do our kids learn multiplication facts?
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Video of Arrays and Basic Multiplication Facts
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Almost one third of Americans would rather clean their
bathrooms than do a math problem. Change the Equation 2010 survey
When Raytheon Corporation asked 1,000 middle schoolers if theyd
rather eat broccoli or do a math problem, the majority answered,
eat broccoli. Listen to the audio.
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How can a parent help? Encourage your children by using
positive statements about learning and doing mathematics. Talk
about math as being fun and interesting! Allow your children time
to reflect on the decisions that they make while completing a
problem. Ask your children to help you learn what they are
learning. Ask them to explain what they are doing. Ask the teacher
for help if needed. Although you and your children may not complete
a problem in the same way, both methods may be valid mathematical
solutions and this should be an opportunity for inquiry and
discussion rather than discord.
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Why does my child not know the basic facts? Arent they
important? They are absolutely important! However, rather than
relying only on memorization, basic facts should be learned by
making connections, seeing relationships between numbers, building
and decomposing numbers, and linking multiplication and division
(as well as addition and subtraction). Our students must be able to
reason and use number sense in order to use their math facts to
solve problems and to be confident math learners. To memorize
without understanding can actually be detrimental to the learning
process, especially as higher-level math concepts are introduced.
Children who possess an understanding of mathematical relationships
will be able to work flexibly and fluently with numbers throughout
their lives. Students learn to read at their own pace they should
also be given the opportunity to understand mathematical concepts
at their own pace. Allow them time and remember that speed does not
necessarily equal understanding. Does my child need to know all of
the mathematical strategies? No! Your child needs to be able to
show understanding of the mathematical concept with a strategy that
works for them. As their understanding develops, their strategies
will become more efficient. They are exposed to different
strategies in order to connect to those that respond best to their
needs as a mathematical learner. Why cant I show my child the
traditional algorithms for operations? You can! This is a great way
to discuss mathematics and to explain another strategy. Please note
that using the traditional algorithm is not the only method that
works and is not always the most efficient way to solve a problem.
Be sure to get your child to explain his or her strategy so you can
discuss why both methods are effective. However, it is important
that students practice what they learn at school - if they are
unable to complete their homework, please speak with the teacher
before panicking and trying to intervene. Frequently Asked
Questions
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Links for parents vimeo.com/110807219 Why is Math Different
Now? vimeo.com/110807219 http://talkingmathwithkids.com/ Talking
Math With Your Kids http://talkingmathwithkids.com/
http://youtu.be/j4I-jkUt49I Dr. James Tanton explains the change in
how we teach math (this is American but very similar to our changes
that started 8 years ago in Alberta; Dr. Tanton is currently
working with our high school teachers). http://youtu.be/j4I-jkUt49I
These links open in another window.
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References Change the Equation. (2010). Retrieved from
http://changetheequation.org/press/new-survey-americans-say-
%E2%80%9Cwe%E2%80%99re-not-good-math%E2%80%9Dhttp://changetheequation.org/press/new-survey-americans-say-
%E2%80%9Cwe%E2%80%99re-not-good-math%E2%80%9D Driscoll, Mark.
(1999). Fostering Algebraic Thinking, A Guide for Teachers Grades
6-10. Heinemann Publishing: Portsmouth, NH. Maher, Carolyn. (1999).
A Perspective on the Work of Robert B. Davis. Mathematical Thinking
and LearningA Perspective on the Work of Robert B. Davis
Mathematical Thinking and Learning Vol. 1, Iss. 1 Math Relevance to
U.S. Middle School Students. (2012). Retrieved from
http://www.mathmovesu.com/sites/default/files/Math-Relevance_rtn12_studentsmth_results_2012.pdf
Pisa 2012 Results in Focus. (2013). Retrieved from
http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdfhttp://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf