Welcome to Tuckahoe’s Mathematics Presentation Purpose: To gather information about your child’s math program. To learn techniques for helping your child with mathematics at home.

How many muffins does the baker have? How many muffins did he have when all the trays were filled? How many has he sold?

Elementary Mathematics Expectations (see handout) Desired Outcome : – All students will leave all elementary schools ready to enroll in higher level mathematics courses in middle school. Math Goals : – State and Arlington expectations are that each student completes Algebra 1 successfully by grade 8. – Teachers will have the content knowledge necessary to effectively teach the APS curriculum. – All students will be appropriately challenged in mathematics.

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Student Edition (SE): -- 2 volumes -- GK-G2 soft cover, consumable -- G3-G5 hard cover -- online edition w/login -- English/Spanish Family Letters -- Contains a Unit test at end of each unit 5 Activity Workbook: -- 1 volume -- for G3-G5 only, consumable -- duplicate of some of hardcover SE -- English/Spanish Family Letters -- Part of a Unit Test included Program Components: Students

Student Math White Boards: -- G graphics vary by grade level -- NOT consumable VA Test Prep Workbook: -- G NOT consumable 6 Homework and Remembering: -- GK-G2, consumable -- G3-G5 have been ordered, will arrive shortly Homework and Remembering Program Components: Students

7 Accessing Technology Resources at Home through Blackboard (see pink handout in folder) Math Expressions -- student textbook Harcourt’s iTools: -- virtual manipulatives -- intermediate version same as primary but with more activities MEGA Math: MEGA Math: GK-G5 skill games/activities Technology Technology

Helping Community Building Concepts Math Talk Quick Practice Student Leaders Develop Conceptual Understanding 22 Core Classroom Structures

What is Math Talk? Why do you think Math talk is important?

What does productive Math Talk sound and look like? Video Clip 1 Discussion –What do you see happening? –What surprises you, interests you, or makes an impression on you?

Students explain their thinking using drawings that support understanding and promote meaning Analyze different methods Develops students’ math language skills, confidence Help each other understand by explaining thinking Student-to-student talk Meaningful Mathematics: Math Talk 23

1. Talk can reveal understandings and misunderstandings. 2. Talk supports robust learning by boosting memory. 3. Talk supports deeper reasoning. 4. Talk supports language development. 5. Talk supports development of social skills. Five Major Reasons Talk is Critical to Teaching and Learning

29 Today in Math, I will… share how I solve a problem retell what another person says retell a problem in my own words ask a question answer a question

How can you help your child at home? Kindergarten – Grade 1 Focus on counting Count by ones, backwards, by 10s, 5s, and 2s Compare groups of objects – Which has more? Less? Look at groups of objects – How can they be combined? How can they be separated?

How can you help your child at home? Grades 2 – Grades 3 Focus on FACTS (+, -, x) Create games using cards Practice skip counting Create and solve story problems together. Encourage your child to THINK ABOUT THE STORY. Discuss where you see and use math in everyday life

How can you help your child at home? Grades 4 – Grades 5 Mental Math, Mental Math, Mental Math – or – Story Problem without paper and pencil » The sum of the squares of 5 consecutive numbers is 90. What are the five numbers? Fractions – Three friends and I equally shared some burritos. We each had ¾ of a burrito. How many burritos did we share? Decimals and Fractions

26 How does your method/strategy/solution relate to the method explained? How did you know which operation to use to solve the problem? Why is that the answer? How did you know…? Why did you…? Did you mean…? Question Stems to Model Question Stems to Model

27 How is your strategy the same as or different than…? Tell me what ________ means. Prove your answer is correct. So you are saying… I agree/disagree because… Your solution reminds me of… Question Stems to Model Question Stems to Model

Think about yourself as a math student at your child’s age. Use the children as your visual, where would you be on the tree? Where do you think your child would be on the tree?

Lauren Farrow –Michelle McCarthy