Winding Creek Back to School Night September 26-27, 2012

What do you notice? What are you wondering? Where’s the math?

What do you notice? What are you wondering? Where’s the math?

Become competent and confident as a result of learning mathematics with understanding

 My favorite cereal comes in a box that holds 6 cups. On the side, it tells me how many half cup servings I have, but I eat ¾ of a cup each morning. How long will the cereal last?

Use the procedure of “invert and multiply.” How do the context and representation help give meaning to the mathematics?

Mathematical Processes Problem Solving Communication Reasoning Representation Connections Mathematical Content (Concepts and Procedures) Number Sense Computation/Estimation Geometry Probability/Statistics Patterns, Functions & Algebra Mathematical Disposition Math is useful to real life and will make sense if I stick with it!

 A problem solver ◦ questions, investigates, and explores solutions to problems ◦ sticks with a problem to find a solution ◦ understands that there may be different ways to arrive at an answer ◦ applies math to everyday situations successfully.  Communicate mathematically ◦ use words, numbers, or mathematical symbols to explain situations ◦ talk about how you arrived at an answer ◦ listen to others' ways of thinking and perhaps alter their thinking ◦ use a variety of representations ◦ write about math, not just give an answer  Reasoning ability ◦ think logically ◦ note similarities and differences ◦ understand relationships  Helping Your Child Learn Math, June VA DOE College/Career Readiness Expectations

 Sort toys/objects by size, kind or color.  Look for opportunities to measure in the kitchen and around the house.  Addition and subtraction concepts: ◦ How many more do we need? How many do you have now?  Compare and order amounts. ◦ Use terms like more, less than, and greater than.

 Play games and solve puzzles.  Make connections between numbers and sets of objects to develop a visual sense of quantities.  Count things. ◦ How many? What’s one more/one less, ten more/ten less,100 more/100 less?  Count money and make change.  Look for and describe patterns.  Make a game of naming geometric shapes you see.

 Capitalize on your child’s natural interests and hobbies.  Calculate costs, make change, plan a budget.  Estimate how long a trip will take.  Determine how to share different things equally. ◦ What do you do with the leftovers?  Play games and solve puzzles.

 Look for opportunities to measure. ◦ Length, area, volume, weight  Double or halve recipes in the kitchen.  Be aware of math in books, magazines, and the news  Involve your child in planning a party or a trip.

Mathematical Processes Problem Solving Communication Reasoning Representation Connections Mathematical Content (Concepts and Procedures) Number Sense Computation/Estimation Geometry Probability/Statistics Patterns, Functions & Algebra Mathematical Disposition Math is useful to real life and will make sense if I stick with it!

Mathematical Processes Problem Solving Communication Reasoning Representation Connections Mathematical Content (Concepts and Procedures) Number Sense Computation/Estimation Geometry Probability/Statistics Patterns, Functions & Algebra Mathematical Disposition Math is useful to real life and will make sense if I stick with it!

 “Don’t worry, I was never good at math either.”  “I haven’t done math in 20 years.”  “I’m just not a math person.”  “You are so smart at math.” Mindset video clip Which of these statements sound familiar? Which help foster success in mathematics?

 Praise effort and hard work.  Consider the explicit and implicit messages you are sending to children.

Your RoleYour Child’s Role  Provide an environment and routine that allows your child to concentrate and think deeply.  Encourage your child to take their time and work through problems.  Ask questions! ◦ Even if your child says their homework is done, ask them to explain it to you.  Know that math may be challenging. Take responsibility to work through problems with the support of family and teachers.  If children complete their homework in an afterschool setting, it is their shared responsibility to talk with you about it.  Have a plan of action for what to do if they have trouble: ◦ work with a family member, sibling, or friend from the class. ◦ write a note to the teache r

 Problems can be solved in different ways ◦ Learning math is not only finding the correct answer, it's also a process of solving problems and applying what you have learned to new problems.  Listen. ◦ Explaining out loud can help your child figure out the problem.  Encourage your child to show all work. ◦ Provides a record to look back on and helps the teacher understand your child’s thinking  Wrong answers can help. ◦ While accuracy is always important, a wrong answer could help you and your child discover what your child may not understand. ◦ By encouraging children to talk about what they are thinking, we help them to have stronger math skills and become independent thinkers.

 Winding Creek Student Resources ◦ Online textbook ◦ First in Math ◦ Games  Ms. Durkin’s School Fusion Site Ms. Durkin’s School Fusion Site ◦ Parent resources ◦ Family Links  Literature books  Bedtime Math  Figure This  Mix in Math ◦ App list

Become competent and confident as a result of learning mathematics with understanding Expectations are higher for all students and standards are more rigorous.

 Expect your child to work hard and be able to learn math. ◦ Children can make sense of mathematics if given the opportunity and support. ◦ Encourage your child to stick with a task even if it seems challenging. ◦ Help your child learn that there are many ways to solve problems.  Encourage curiosity.  Play games and solve puzzles.  Learn about math-related careers.  Come to Family Math Nights!