Seattle Public Schools We are all “math brains” Seattle Public Schools November 19, 2015

Anna Box K-12 Math Program Manager ambox@seattleschools Anna Box K-12 Math Program Manager ambox@seattleschools.org 206-252-0992 Thank you for the invitation and for all you do for our students and schools.

Here’s a secret: The right answers to math problems haven’t changed since you were the math student The ways you learned to solve math problems still “work.”

15 x 98 = ? The product is still the same. How students arrive at this product may be different than the way you learned. Student 1 may draw an area model

15 x 98 = ? 15 98 2 100

15 x 98 = ? Student 2 may correctly use the standard algorithm 98 x 15 490 + 980 1470

15 x 98 = ? Student 3 may think of 15 as 10 + 5 and say: 10 x 98 is 980. 5 x 98 has to be 490. So 15 x 98 is 980 + 490 or 1470.

With all these methods how can I help? Work the problem the way you know how. Keep your answer hidden. Ask your student if he/she is sure his/her answer is correct. Ask him/her to explain it to you. Ask if he/she can explain it another way. In the explanation listen for “you just do” or “I just know.” Keep pressing on these. The math should make sense. Resist the temptation to insist that your process is the best way to get to the right answer.

To help students remember, not just memorize (and maybe forget) Teachers helps students move from concrete to pictorial to abstract The algorithms you use are probably abstract. Think of them as being rated PG-13.

Here’s another example Every September we ask some sixth graders to find the difference in 998 and 1000. Many, many, many students get the right answer. A few struggle.

Find the difference in 998 and 1000 -998

Find the difference in 998 and 1000 1000 -998

Find the difference in 998 and 1000 1000 -998 211

Find the difference in 998 and 1000 Many experts would say the student who did this was simply not ready to be working with abstract symbols and reasoning. 1000 -998 211

Concrete-Pictorial-Abstract Concrete representations are the actual items being added, subtracted, multiplied, or divided. Pictorial representations use pictures of the items instead of the actual items Abstract representations use numbers, symbols, charts, etc.

How can I help? In our subtraction example, a teacher or parent might ask the student how he/she knows this is the right answer. Follow that up with “Are you sure?” If the student is not convinced the answer is correct, the teacher or parent might ask him or her to draw a diagram showing that the difference in 1000 and 998 is 221. Hint: Please don’t say “I was never good at math either.”

Guidance on what math to learn: The state of Washington adopted Common Core State Standards a few years ago Our adopted text is Math in Focus The SPS math program and 50+ teachers developed a scope and sequence to support both

Let’s start with the state Google OSPI Math CCSS Content Emphasis

Search results for: OSPI Math CCSS Content Emphasis

Find the grade your student is learning

The SPS report card is aligned to the major clusters Some of the cluster descriptions were split into two sentences on the report card. Some of the phrases in two separate clusters were combined into one sentence on the report card

In addition to content standards, there are practice standards. The standards for math practice are habits of mind intended to animate the math reasoning and learning.

A good Math Practice to use at home 3. Construct viable arguments and critique the reasoning of others

Some key features of Singapore Math and Math in Focus: Number Bonds Bar Models

Resources: The Singapore Math webpage: http://www.singaporemath.com/ An article from National Public Radio about the Singapore style of math teaching http://www.pbs.org/parents/education/math/math-tips-for-parents/whats- singapore-math/ An article from the New York Times about the Singapore style of math teaching http://www.nytimes.com/2010/10/01/education/01math.html?_r=0 A visual approach to word problems in Singapore Math: http://www.hmhco.com/~/media/sites/home/education/global/pdf/white- papers/mathematics/elementary/math-in-focus/mif_model_drawing_lr.pdf?la=en http://www.thesingaporemaths.com/Whymodf.swf

Some ways to help with number bonds and bar models at home Develop a genuine interest in them. Read Carol Dweck’s article on the secret of raising smart children. Watch videos on them Buy a book from Singapore Math

Additional Strategies in Math Class Number Talks Number Talks, Sherry Parrish Making Number Talks Matter, Ruth Parker and Cathy Humphreys

So students could master the content emphases To help SPS teachers incorporate all of this, SPS teachers developed a scope and sequence So students could master the content emphases Have access to the key learning of each course as early as possible in the year

Sometimes the Scope and Sequence will refer teachers to something in addition to the textbook Occasionally the textbook will not address the standard in full. In those cases you will be referred to a site such as one of these standards based open source sites: Illustrative Math Inside Math Engage New York

SPS District Teaching and Learning Initiatives The curriculum and instruction office in 2015 - 18 will provide training in: Collaborating with peers Analyzing data Making instructional shifts Engaging students for self-efficacy Evaluating instructional shifts From Shauna Heath, Executive Director of Curriculum and Instruction. Presentation to the School Board last month.

Math in Focus on line http://spscatalog.seattleschools.org/onliner esources  or  www.seattleschools.org/mathinfocus  Username = studentsps Password = access

Anna Box K-12 Math Program Manager Seattle Public Schools ambox@seattleschools.org 206-252-0992