1. Welcome to Expressions Family Math Night Grades 3-5

2. SCHEDULE 7:15-7:30 - overview of elementary math 7:30-7:35 - move to your child’s grade level classroom 7:35-7:50 - observe a mini math lesson 7:50-8:00 – opportunity for questions in large group area 6:45 – Thank you so much for coming!

3. Math Expressions Math Expressions is a comprehensive kindergarten-Grade 5 mathematics curriculum that offers new ways to teach and learn mathematics. This is our second year using the program in New Richmond.

4. Why Is this Different from what we have done in the Past? Core Curriculum State Standards have been adopted by the Wisconsin Department of Public Instruction which align with the instructional methods and curriculum in Expressions.

5. Wisconsin Core Curriculum State Standards for Mathematics http://dpi.wi.gov/home.html

6. Thinking Mathematically In Mathematics, the core curriculum state standards lay a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals.

7. Taken together, these elements support a student’s ability to learn and apply more demanding math concepts and procedures.

8. What are we Preparing Our Students for? The middle school and high school core curriculum state standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

9. Teach for Conceptual Understanding The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels ……

10. ……rather than the past practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

11. Preparing Students for Math They Will Need all Their lives The Standards set a rigorous definition of college and career readiness, not by piling topic upon topic….

12. ……but by demanding that students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.

13. Now You know Why We Are Teaching This Way.... Let’s take a look at what is different about teaching and learning in an Expressions classroom.

14. Five Core Structures Building Concepts Math Talk Quick Practice Student Helpers Helping Community

15. Second- and third-graders Second-and third-graders continue breaking apart multi-digit numbers into ones and groups of tens, hundreds, and thousands. This activity facilitates their understanding of multi-digit addition and subtraction as well as solving word problems.

16. Fourth- and fifth-graders Fourth- and fifth-graders approach fractions as sums of unit fractions using length models. This permits them to see and comprehend operations on fractions.

17. Word Problems through all Grades As students work with and construct their own word problems they become comfortable and flexible with mathematical language and can connect concepts and terminology with meaningful references from their own lives. This helps students see the purpose for learning math, and make it a powerful life- skill.

18. What we used to call “story problems” are now situations for which the students find solutions. All numbers should have meaning. Have the children attach meaning to the numbers by telling a story to go with them. Situations and Solutions

19. Math Talk Students share strategies and solutions orally and through proof drawings or proof pictures. This can be done whole group, small group or in student pairs.

20. Math Board

21. Solve,Explain,Question and Justify Solve-what manipulative did you use to solve the problem? What pictoral representations or math drawings did you create? What symbols did you use to solve the problem? What do the symbols represent? Explain-What mathematical terminology and vocabulary did you use to explain your thinking? Question-Encourage students to question each others’ methods. How are they alike? Different? Why did you….? Justify-Encourage students to use proof drawings, mathematical language and symbols to justify their thinking.

22. Students should engage in constructive discussion. Students are encouraged to invent, question, and explore while also learning and practicing important mathematic strategies. When students engage in “math talk” they become more fluent in mathematical strategies. Homework and remembering is a good opportunity for your child to engage in math talk.

23. Expressions strikes a balance between promoting children’s natural solution methods and introducing effective procedures. As a result you will see something called accessible algorithms. You will observe that there are multiple ways to do computation for a specific skill.

24. You may have seen your children doing multiple algorithms for addition. The same will be true for subtraction, multiplication and division. Research has demonstrated that premature instruction in formalized procedures can lead to mechanical, unthinking behavior.

25. Relating research-based accessible algorithms to common algorithms, provides bridges from concrete, to pictorial, to abstract which is how children learn math.

26. With this new algorithm, children can see the 11 resulting from adding 8 ones and 3 ones, and only add the new ten after having added the original tens digits. This algorithm helps children see the relationship between single digit addition and the regrouping that takes place in two-digit addition. Instead of using the common algorithm, recording the new ten above the tens digits, children learn to record the new ten below the tens digit. Common Algorithm 1 33 +18 51 New Groups Below Method 33 +18 1 51

27. This algorithm breaks an addition problem into its components. Children can use the algorithm to solve addition problems in either direction, from left to right (as they read) or right to left. Left-to-Right 33 +18 40 +11 51 Right-to-Left 33 +18 11 +40 51

28. For less-advanced children, an optional transitional method that shows place-value meanings can be used. Children can use this method until they are ready to use the Show All Totals Method or the New Groups Below Method. Later in the school year, children can use the Show All Totals Method to solve multi-digit addition problems. 33=30+3 +18=10+8 51=40+11

29. At the beginning of each unit your child will bring home a family letter explaining the mathematics concepts that will be developed. Reading over it will give you a better understanding of the learning that goes on in your child’s math class.

30. Family Letter

31. Teaching the Lesson Every Lesson Has: Lesson Objective: Identify the break-aparts of numbers 2-10 Whole class Small groups or Individual

32. Homework Helper Help Your Child the Best Way You Can Use www.eduplace.com to helpwww.eduplace.com Incorporates Current Lessons and Review Skills Establish Homework Routines at Home Homework and Remembering

33. www.eduplace.com eglossary Unit overview Family letters Math background

34. Visit a Grade Level Classroom to See A Mini Lesson of Expressions Mathematics in Action

35. Questions Please return here following the classroom visits if you have questions.