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

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

3. 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.”

4. 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

5. 15 x 98 = ? 15 98 2
100

6. 15 x 98 = ? Student 2 may correctly use the standard algorithm 98 x 15
490
+ 980
1470

7. 15 x 98 = ?
Student 3 may think of 15 as and say: 10 x 98 is x 98 has to be 490. So 15 x 98 is or 1470.

8. 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.

9. 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.

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

11. Find the difference in 998 and 1000
-998

12. Find the difference in 998 and 1000

13. Find the difference in 998 and 1000

14. 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

15. 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.

16. 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.”

17. 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

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

19. Search results for: OSPI Math CCSS Content Emphasis

20. Find the grade your student is learning

22. 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

23. 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.

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

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

27. Resources: The Singapore Math webpage: http://www.singaporemath.com/
An article from National Public Radio about the Singapore style of math teaching
singapore-math/
An article from the New York Times about the Singapore style of math teaching
A visual approach to word problems in Singapore Math:
papers/mathematics/elementary/math-in-focus/mif_model_drawing_lr.pdf?la=en

28. 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

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

30. 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

31. 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

33. SPS District Teaching and Learning Initiatives
The curriculum and instruction office in 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.

34. Math in Focus on line
esources  or  
 Username = studentsps
Password = access

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