Connecting Academics & Parents Academic seminars to sharpen skills and build understanding in Equations Step by step directions: Introduce yourself. Share with parents that these workshops, CAP (Connecting Academics and Parents), were created based on feedback from parents wanting to learn more about the math concepts and how to help their children at home. Materials for training: Variety of counting manipulatives Technology Powerpoint packets Grab and Solve Equations (multiple sets of equations) Dice and Equation Recording Sheet

Math may look different now. There’s nothing better than seeing your kids SUCCEED and there’s nothing worse than not being able to help them when they are struggling. Share with parents that math may look different now. There’s nothing better than seeing your kids SUCCEED and there’s nothing worse than not being able to help them when they are struggling. This is research from Dr. Drew Westen, who is a professor at Emory University. Dr. Westen’s work was developed in collaboration with 100Kin 10. Research from Dr. Drew Westen, Emory professor, and 100Kin10

Times change, technologies change, and knowledge changes about how to teach kids to apply what they know to real-life situations. for joining in to learn more about how to help with math. Thank you Share that times change, technologies change, and knowledge changes too about how to teach kids to apply what they know to real-life situations. Thank parents for joining in to learn more about how to help with math. Research from Dr. Drew Westen, Emory professor, and 100Kin10

Mathematics Florida Standards Focus Grade 1 MAFS.1.OA.4.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8-1, 5+2 = 2+5, 4+1 = 5+2 MAFS.1.OA.4.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ? . Step by step directions: Read standard aloud. Highlight that focus will be on kid misconceptions of equations and finding unknown in the beginning, middle and end of an equation.

Learning Progression: Equations Step by step directions: Read each standard summary. Discuss how equations are developed throughout this trajectory. Copyright 2009

What is the meaning of the equal sign? The answer is Makes Answer is coming next Has the same value as Step by step directions: Ask participants what they think the equal sign means Share out a few of their thoughts Ask parents, “Do these definitions work sometimes or all the time?” Click to show some popular views and how these can limit and often cause misconceptions Ask parents to think about “Which definition would work no matter how the equation is set up?” as they work on the equations on the next slide Copyright 2009

True or False 8 = 8 8 = 10 – 2 5 + 3 = 12 – 4 Prove it Step by step directions: Click to show first set of equations. Ask parents to use manipulatives to prove whether the equation is true or false. Are there any definitions from the previous slide that might cause a misconception? Highlight the equation 5+3=12-4…if the equal sign only means “the answer is coming next” to a child than they might not understand why 12 is placed after the equal sign and not 8 Click to show next set of equations and ask parents to use manipulatives to prove whether the equation is true or false. Highlight the equation 10-8=5+6…if the equal sign only means “makes” to a child than they might not understand why 5 is placed after the equal sign and not 2 Copyright 2009

True or False? Step by step directions: Please have video ready to play. When you click on the picture it will take you to the Cpalms website. You will need to click on the picture and choose full screen Show the video. Have a general discussion about with parents about what kind of misconceptions did they hear from the child? (Misconceptions will be shown in detail on the next slide) Video link- http://www.cpalms.org/Public/PreviewResourceAssessment/Preview/36526

True or False 9 = 9 5 + 4 = 4 + 5 9 = 10 - 1 9 = 2 + 7 12 – 3 = 6 + 3 7 + 2 = 9 Step by step directions: These equations help highlight the misconceptions shown in the video: Click to circle equation in red…The student holds an operational view of the equal sign and can only correctly determine the truth value of equations written in the form a + b = c. Click to show red arrow…You can't have an equation without a plus or minus. Click to show 2 red arrows…You can't have a plus sign after the equal sign. Click to show red arrow…You can’t have a plus and/or minus sign on both sides of the equal sign Be sure to discuss with parents that these are misconceptions that can occur when the equal sign definition is very narrow and does not include all the ways that children could have experience with an equation. Florida Content Standard: Understand the meaning of the equal sign; determine if equations involving addition and subtraction are true or false

= 13 9+4 is the same as Florida Content Standard: Step by step directions: Click to animate and share information below with parents: To avoid misconceptions with the equal sign we can use a balance scale to represent how in mathematics the equal sign means that the quantity on the left hand side is the same as the quantity on the right hand side. Students need to understand that quantities can be represented in many different ways. This highlights the importance of students understanding that numbers can be decomposed into many different representations. Students need to see that 6 = 4 + 2, 6 = 5 + 1, etc. So when students are asked to make a statement such as 4 + 2 = 5 + ? true, they have an understanding of the various representations of 6. Florida Content Standard: Understand the meaning of the equal sign; determine if equations involving addition and subtraction are true or false

= 4+3 1+6 is the same as Florida Content Standard: Step by step directions: Click to animate and show another example of how to model the meaning of the equal sign. Florida Content Standard: Understand the meaning of the equal sign; determine if equations involving addition and subtraction are true or false

Elizabeth has a Disney pin collection Elizabeth has a Disney pin collection. She bought 5 pins at Magic Kingdom. Some more pins were bought at Epcot. Elizabeth has 12 pins in her collection. How many pins were bought at Epcot? What equations could be used to solve for the number of pins bought at Epcot? Step by step directions: Have parents read problem and record possible equations to represent or solve to find the number of pins bought at Epcot. Share aloud some of their equations. (possible equations will be shown on the next slide)

Solving for the unknown 5 + _____ = 12 12 – 5 = _____ _____ + 5 = 12 12 - _____ = 5 Step by step directions: Share with parents that these are possible ways to represent and solve the problem. Share that children will be asked to solve for the missing part in different parts of the equation

Solving for the Unknown Practice: Grab and Solve Game Place the equations in a bag or face down on the table Choose an equation and solve! Step by step directions: *Equation cards need to be cut out and prepared ahead of time. Either place equations in bag or clip so that parents can place face down on table* Materials: Equation cards Share the Rules of Game: Based on materials: Place cards in bag or face down on the table. Each partner takes turns flipping over an equation or pulling an equation from the bag. Solve the problem. Share the strategy you used with your partner. Give the parents about 5 minutes to play the game. After playing the game, bring parents back together and debrief about the game and strategies that they used to solve. Highlight that some students may use strategies while others might use their knowledge of basic facts. If parents are using this game at home share that if students need additional support they can provide some sort of counting tool (beans, pennies, etc.) for their child to use.

8 + 4 = □ + 5 Research by Falkner, Levi and Carpenter, 1999 Step by step directions: Have parents take a look at the equation and predict what percentage of children chose the correct answer or which answer would be chosen the most. Share with parents that this is research from Falkner, Levi and Carpenter, 1999. Click to reveal the data and discuss what each grade level chose & why parents think a specific answer was the one most chosen. Ask parents: Why do we think that most students are choosing 12? (Because students are not thinking or taught to think of the equal sign as a balance, they are being taught to think of the equal sign as the answer) Ask parents: Why do we think that most students are choosing 17? (because they are adding all three numbers they see together. Share with parents that this research shows us that children are not understanding the equal sign, so we need to make sure our instruction is treating the equal sign as a balance and using multiple examples like the ones on the previous slide in order to build student understanding. Research by Falkner, Levi and Carpenter, 1999

Misconceptions: 6 + 3 = + 7 Most students would answer this equation with a 9. 6 + 3 = 9 + 7 = 16 6+3= 9 9 + 7 = 16 Step by step directions: Share a common misconception with equations shown in this format. Some students would also continue to solve the equation by adding an equal sign behind the 7 to compute a second sum. Mathematically the second number sentence is incorrect and modeling with concrete objects help students understand. Students who string equations are demonstrating a common misconception about the meaning of the equal sign.

Player 1 rolls the dice and records the expression Make Mine Equal With a partner, roll the dice to make equations that are true! Player 1 rolls the dice and records the expression Player 2 rolls one die and then determines what number would make their equation true Take turns until the game sheet is completed. Step by step directions: Materials: Dice and Equation recording sheet Share the Rules of Game: Goal of game is to make equations that are true. Player 1 rolls the dice and records the expression on the recording sheet. Player 2 rolls one die and then determines what number would make their equation true. Take turns until the recording sheet is completed. Give the parents about 5 minutes to play the game. After playing the game, bring parents back together and debrief about the game and answer any questions. Highlight that some students may use strategies while others might use their knowledge of basic facts. If parents are using this game at home share that if students need additional support they can provide some sort of counting tool (beans, pennies, etc.) for their child to use.

Take it Home and Try It! TRY THIS AT HOME! Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning. Directions, recording sheet, and equations are including in the packet for both games played during this workshop! Solve for Unknown: Grab and Solve! True or False: Make Mine Equal Step by step directions: Share with parents that 2 games are included in their packet to help strengthen their understanding of equations that was discussed during this workshop. Have parents review game directions and answer any questions. Copyright 2009

Possible Delivery Models for CAP Sessions: School Parent night K-5 Teacher’s or grade level’s own workshop School invites parents to a curriculum night Break-out sessions offered by grade level and content area Teachers who attended TTT or watched voiceover TTT video deliver sessions Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents Grade level can organize a workshop on needed content and have own parent night Only shared at Train the Trainer session for delivery model options.

Tips for Success in Organizing CAP sessions: Find a team of people to help with organizing the event Send home bright colored half-sheet flyers and use parent link calls to notify parents Have parents rsvp Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents Consider baby-sitting options on-site Consider time frames that meet the needs of your parents. Morning session, at dismissal, evenings Only shared at Train the Trainer session for delivery model options.