Helping with Math at Home
|
|
- Baldwin Preston
- 7 years ago
- Views:
Transcription
1 Helping with Math at Home Ideas for Parents Workshop Handout Masters (Click on title to access PDF) Handout 1 What Can Parents Do... Handout 2 Practicing Numerical Reasoning Handout 3 Multiples of 5 Dominoes Game Handout 4 Blackline Master of Double-6 Domino Set Handout 5 The Game of Skunk Handout 6 Thinking About Skunk Handout 7 Pig/Get to Zero Handout 8 Math Games for Family Fun Handout 9 X/O Problem Handout 10 Parents as Questioners Handout 11 Helping Your Child with Mathematics Handout 12 But I Don't Have Time to Wait for You to Learn! Handout 13 Research Brief Handout 14 Feedback Form
2 Workshop Handout Masters (English)
3 What Can Parents Do with Your Child... for Your Child... as an Adult?... as a Parent? at Home? at School? Parent as a Learner continue to learn and be a learner of mathematics recognize that mathematics is an important tool for making sense of the world around you recognize that new discoveries are still being made in mathematics learn what math is all about for your child pay attention to experiences that impact your child s attitudes about mathematics investigate and play with numbers involve your child in the measuring and comparing that you do at home use games to support mathematical thinking do mental arithmetic and share strategies attend parent math nights look for information that comes home about your school s mathematics program become familiar with mathematics as it is taught in your child s classroom Parent as a Researcher be curious about how you and others solve problems broaden your understanding of what mathematics is find out about current research in mathematics teaching and learning ask questions to understand your child s thinking be curious about how your child solves problems investigate with your child his or her mathematical questions explore with your child the best time and place to do homework ask questions about your child s mathematics program, both the goals and how it is taught find out about roles for parents in the mathematics program at your child s school Parent as a Communicator recognize that learning and understanding mathematics depends on communication (listening, talking, and writing) learn to examine and explain your own thinking share information with your child about how you use mathematics display a positive disposition about mathematics talk with your child about the importance of mathematics in his or her life explore the many ways to approach solving problems be clear about your expectations for homework find a way to let the school know what you want for your child s mathematical education become a knowledgeable advocate for good mathematics education find ways to show enthusiasm about mathematics Handout 1 Helping with Math at Home: Ideas for Parents HANDOUT 1
4 Handout 2 Practicing Numerical Reasoning Directions: Solve these problems mentally without using paper and pencil = = 7 8 is 56. If someone did not know this multiplication fact, how could he think about it? Write as many ideas as you can. HANDOUT 2 Helping with Math at Home: Ideas for Parents
5 Handout 3 Multiples of 5 Dominoes Game You Will Need A double-six set of dominoes (the game is more challenging if you play with a double-nine set of dominoes). Object of the Game Play each tile so that the end sums numbers at the ends of the domino train add up to 5 or a multiple of 5. Maintain cumulative scores for each player. The highest score wins. How to Play Set all dominoes face down in a kitty. Each player takes seven dominoes from the kitty. The player with the highest double plays first. After each play, players add the end sums sum of the numbers at each ends of the domino train. If the player scores (the sum of the numbers is 5 or a multiple of 5), the player records the sum and continues to play another domino and gets to play again until the end sum is not a multiple of 5. Cumulative scoring is recorded after each tile is played. The next player then puts his tiles in play. Players who do not have a domino that can be played when it is their turn must draw single dominoes from the kitty until they pick a domino that can be played. The game is over if a player plays all of the dominoes in his or her hand. The player who plays the last domino also receives the sum of all of the other dominoes remaining in the other players hands. The player with the most points at the end is the winner. Note: An electronic version of the game of dominoes is available on AOL (games). Helping with Math at Home: Ideas for Parents HANDOUT 3
6 Handout 4 Blackline Master of Double-6 Domino Set HANDOUT 4 Helping with Math at Home: Ideas for Parents
7 Handout 5 The Game of Skunk You Will Need two or more players (more than five is best) two dice Object of the Game Determine at what point in rolling the dice it is best to save your cumulative score. The highest score wins. How to Play Each player writes Skunk in big letters on a paper. The game involves five rounds, one round for each letter in Skunk. First, everyone stands up for the letter S. The dice are rolled (for example, shows a 6). Each standing player has a choice either sit down and take those points and record them under the letter S or continue standing for another roll of the die. Players can stand as long as they want for additional rolls of the die, adding the new roll for their current sum for that letter. A player must choose to sit down and keep his or her sum before a roll, not after. The die is rolled for a particular letter until no one is left standing. But beware! Anyone still standing when a 1 is rolled (on either die) loses all points and receives a score of 0 for that letter. A new round (for example, for the next letter K) begins after either roll of a 1 or everyone has chosen to sit down to preserve their score. After the five rounds, players add their scores, and the highest total wins. Helping with Math at Home: Ideas for Parents HANDOUT 5
8 Handout 6 Thinking About Skunk Choice vs. Chance 1. Skunk is a game that involves both choice and chance. What part of Skunk involves choice? What part of the game involves chance? 2. List some other games you know. Which games involve mostly choice? Which games involve mostly chance? Rate each game on a scale of 1 to 10 with 1 = pure chance 5 = chance/choice about equal 10 = pure choice 3. In life many things happen. Some are the result mostly of chance or luck, and others mostly result from choices or decisions you make. Think about some things that happened recently in your life. List two things that happened to you mainly due to chance. List two things that happened mostly because you made a choice. Investigate the Following in Depth 1. Rolling a 1 in Skunk is a disaster. To get a better score it is useful to know, on average, how many good rolls happen in a row before a 1 or double-1 comes up. Decide on a way to find this out. Carry out your plan and describe the results. 2. In Skunk, when a 1 does not come up, what is the average score on a single roll of a pair of dice? Decide on a way to find this out. Carry out your plan and describe the results. 3. What are some strategies that could be used to play Skunk? Describe a play-it-safe strategy. Describe a risky strategy. Estimate the kinds of scores each strategy would be likely to produce. Play Skunk using each of your strategies and keep a record of your scores. How well do your results agree with what you expected. Why should these strategies be tested in many games? Adapted from Choice and Chance in Life, by D. Brutlag. EDC, Used with permission. HANDOUT by Mathematics Education Collaborative From Helping from Helping with Math with Math Home: at Home: Ideas Ideas for Parents. for Parents Portsmouth, NH: Heinemann. Helping with Math at Home: Ideas for Parents
9 Handout 7 Pig You Will Need two or more players two dice How to Play The goal is to be the first player to reach 100. On your turn, roll the dice and determine the sum. You can either stop and record that sum or continue rolling and add the new sums together. Roll the pair of dice as many times as you choose. Again, when you decide to stop, record the current total for your score (and add it to your previous score). But beware! If you roll a 1 on exactly one die, your turn ends and 0 is your recorded score for that turn. And, if you roll double 1s, your turn ends and your entire score is set back to 0. Adapted from About Teaching Mathematics by Marilyn Burns. Copyright 2000 by Math Solutions Publications. Reprinted with permission. All rights reserved. You Will Need two or three players three dice Get to Zero How to Play First, on a sheet of paper, each player needs to write the players names and the number 999 under them. A player rolls the three dice, then arranges the three numbers (for example, 2, 3, 5) in some order (for example, 235, 352, 532, and so on) and subtracts that 3-digit number from 999. The other players also should subtract as a check. The players take turns, rolling the die to make their special number and continuing to subtract. The winner is the first player to reach 0, but they must get to 0 exactly. At any time, a player may choose to roll only one or two dice, instead of three dice. If the only numbers a player can make are larger that his remaining score, the player loses his turn. See About Teaching Mathematics (Math Solutions Publications, 2000) for additional games that support arithmetical skills. Adapted from Burns, Marilyn, The Math Solution. Not in print. From 2006 Helping by Mathematics with at Education Home: Ideas Collaborative for Parents. from Helping Portsmouth, with Math NH: Heinemann. at Home: Ideas for Parents. Portsmouth, NH: Heinemann. Helping with Math at Home: Ideas for Parents HANDOUT 7
10 Handout 8 Math Games for Family Fun Compiled by Ruth Parker Mathematics Education Collaborative mec@mec-math.org Website: mec-math.org Parents have asked me to recommend some good games that encourage math play at home. It s a question I love to be asked. How math is experienced in the home has a big impact on how children do with math at school. As the math auntie of quite a few nieces and nephews, I m always looking for challenging and fun math games games that engage children in mathematical reasoning and help them experience the compelling nature of a good math challenge. I ve polled my nieces and nephews and can offer some of our favorites (most are available in toy stores and in price range $5 to $15). Set: A card game of logic and visual perception that can be enjoyed by the whole family (ages 6 to adult). Adults... be forewarned that it can be humbling to play this game with youngsters. Tangos: A game that focuses on spatial relationships that will provide challenges to the whole family, young and old alike. Mastermind: A game of logic that can be enjoyed by both children and adults. Look for a version of Mastermind for younger children (ages 6 and up). Cribbage: A card game that s played on a pegged board and is wonderful for developing skill in adding series of small numbers. The game is enjoyable for children of all ages. Dominoes: A game of strategy and numbers that can be played with children as young as 4 years of age as a number recognition game, and yet the regular game of dominoes is challenging for adults as well. Mancala: An African stone game of logic that is challenging for adults but can be adapted to meet the needs of children ages 5 and up. Equate: A game for reinforcing computation with whole numbers, decimals, and fractions. I haven t played this yet, but my nieces and nephews tell me it is challenging and fun. Checkers/Chess: Great games for developing skill with logical reasoning. We hope you find these math games as fun as we do. Curl up with your favorite kid(s) and enjoy playing math. Please let us know if you have other favorites to add to the list. HANDOUT 8 Helping with Math at Home: Ideas for Parents
11 Handout 9 X/O Problem You have three cards marked as follows: one card with an X on both sides one card with an O on both sides one card with an X on one side and an O on the other Suppose all three of these cards are in a bag. You reach into the bag, randomly draw a card, and you are looking at an X. Is it more likely that the other side will show an O? An X? Or, are both equally likely? Helping with Math at Home: Ideas for Parents HANDOUT 9
12 Handout 10 Parents as Questioners Mathematical investigations present new and sometimes unexpected mathematical situations, so the teacher cannot have taught the way to solve the problem in advance. The student needs to apply prior knowledge in ways that make sense to the situation. There may be many paths to follow and many outcomes, depending on the problem; the student must make his or her own plan for finding a solution. Parents can assist their children to be independent problem solvers by becoming guides or questioners. They do not need to know how to solve the problem themselves, but can help the students think through the problem and make a realistic plan for solving it. USE FREELY any questions that will help students think about the way they are tackling the problem: What have you tried? Is there another way to look at the problem? Can you explain this to me? What makes sense so far? Is there another way to think about it? Is this like any other problem that you have worked on in any way? What is it you are trying to do/solve/find out? USE SPARINGLY those questions that tend to direct students thinking: How might you organize this? Can you make a table of your results? Can you see any patterns? Have you tried smaller (or simpler) cases? How can you start? Have you checked to see that the solution works? What would happen if...? AVOID any hint or question referring to the particular problem: Do you recognize square numbers? Explore it like this... Why not try three counters? That s not quite what I had in mind... No, you should... Adapted from Shell Centre for Mathematical Education's Problems with Pattern and Numbers (1984, 2001, see HANDOUT by Mathematics Education Collaborative From Helping from Helping with Math with Math Home: at Home: Ideas Ideas for Parents. for Parents Portsmouth, NH: Heinemann. Helping with Math at Home: Ideas for Parents
13 Handout 11 Helping Your Child with Mathematics Be a Learner Yourself Learn to play with numbers using mental arithmetic. Play mathematical games at home that involve problem solving. Notice when you use mathematics in your everyday life and share this with your child. Demonstrate that you value persistence. Get to know the research on math education. Be a Researcher Become a question poser. Be curious about your child s thinking when he or she is doing math. Be a thoughtful listener. Ask questions that help you understand your child s thinking. Know that teaching by telling is not how people learn mathematics. Be a Communicator Recognize how important talking and writing are to learning mathematics. Talk with your child about the many ways to think about a math problem. Encourage diverse ways of solving problems. Helping with Math at Home: Ideas for Parents HANDOUT 11
14 Handout 12 But I Don t Have Time to Wait for You to Learn! Reflections on What It Really Means to Raise Expectations Kathy Richardson Math Perspectives Teacher Development Center Bellingham, WA During this time in education when the emphasis is on high expectations and accountability, it is essential that we stop and reflect on what this means in the lives of individual children. The need to be successful in mathematics is becoming increasingly important for all children. It is true that children can learn more than we thought possible in years past but only if they are allowed the time and experiences they need to understand the mathematics they are learning. When the pressure is on, there is a temptation to get the kids to do it. Too often we end up creating illusions of learning rather than building the solid foundation that helps the children continue to move forward after they leave us. We must find ways to meet children where they are in their learning and not demand they perform beyond what they can do with understanding and competence. No matter what external pressures we feel, we must stay focused on providing children with the experiences that will be most appropriate for them. The following are quotes I have gathered from various places that help me remember how important our job is and to whom we are most accountable. The mathematical experiences of a child before the age of eleven, and the responses he has been encouraged to make to them, largely determine his potential mathematical development.... The learning of mathematics in the widest sense, begins before the child goes to school and continues throughout the primary (elementary) school and beyond. (Notes on Mathematics in Primary Schools, p. 1) Virtually all young children like mathematics. They do mathematics naturally, discovering patterns and making conjectures based on observation. Natural curiosity is a powerful teacher, especially for mathematics. Unfortunately, as children become socialized by school and society, they begin to view mathematics as a rigid system of externally dictated rules governed by standards of accuracy, speed, and memory. Their view of mathematics shifts gradually from enthusiasm to apprehension, from confidence to fear. Eventually, most students leave mathematics under duress, convinced that only geniuses can learn it. (National Research Council, Everybody Counts, p. 44) More than any other subject, mathematics filters students out of programs leading to scientific and professional careers.... Mathematics is the worst curricular villain in driving students to failure in school. When mathematics acts as a filter, it not only filters students out of careers, but frequently out of school itself. (National Research Council, Everybody Counts, p. 7) No matter what the age or ability of the students, their experiences with mathematics teach them something about themselves and their place in the world. (K. Richardson, Calif. State Dept. of Ed., Math Model Curriculum Guide K 8, p. 11) Kathy Richardson, Math Perspectives, Bellingham, WA HANDOUT by Mathematics Education Collaborative From Helping from Helping with Math with Math Home: at Home: Ideas Ideas for Parents. for Parents Portsmouth, NH: Heinemann. Helping with Math at Home: Ideas for Parents
15 Handout 13 Research Brief National Research Council. (2001). Adding It Up: Helping Children Learn Mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education, Washington DC: National Academy Press. Excerpts: This report was approved by the Governing Board of the National Research Council, whose members are drawn from the Councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences with regard for appropriate balance. They were given the following charges: to synthesize the rich and diverse research on prekindergarten through eighth-grade mathematics learning to provide research-based recommendations for teaching, teacher education, and curriculum for improving student learning and to identify areas where research is needed to give advice and guidance to educators, researchers, publishers, policy makers, and parents Adding It Up addresses many questions: What exactly do we know from research about the teaching and learning of mathematics? And what does this research really tell us? Should children learn computation methods before they understand the concepts? What is the role of concrete manipulatives? Do teachers and student expectations make a difference? The conclusions and recommendations drawn from this report of the research provide us with information about improving the teaching and learning of mathematics. Selected Quotes: Knowledge that has been learned with understanding provides the basis for generating new knowledge and for solving new and unfamiliar problems. When students have acquired conceptual understanding in an area of mathematics, they see the connections among concepts and procedures and can give arguments to explain why some facts are consequences of others. They gain confidence, which then provides a base from which they can move to another level of understanding. (p. 119) A significant indicator of conceptual understanding is being able to represent mathematical situations in different ways and knowing how different representations can be useful for different purposes. (p. 119) Helping with Math at Home: Ideas for Parents HANDOUT 13
16 Connections are most useful when they link related concepts and methods in appropriate ways. Mnemonic techniques learned by rote may provide connections among ideas that make it easier to perform mathematical operations, but they also may not lead to understanding. These are not the kinds of connections that best promote the acquisition of mathematical proficiency. (p. 119) Washington State Office of the Superintendent of Public Instruction. (2000). Teaching and Learning Mathematics: Using Research to Shift From the Yesterday Mind to the Tomorrow Mind. J. Johnson (Ed.). Excerpts: This book provides an overview of the potential and challenges of teaching quality mathematics (K 12). A good portion of it summarizes some of the research results, in a very concise format, related to each of the essential learning academic requirements in mathematics. It is a resource text designed to serve as a catalyst for promoting reflection, discussion, and problem solving within the education community, and to help educators become knowledgeable about available research results and ways they can be integrated into the classroom. It is available at Summary: Students learning the processes of addition and subtraction need a rich problem solving and problem-posing environment that should include: 1. Experiences with addition and subtraction in both in-school and out-ofschool situations to gain a broad meaning of the symbols +/. 2. Experiences both posing and solving a broad range of problems. 3. Experiences using their contextual meaning of +/ to solve and interpret arithmetic problems without a context. 4. Experiences using solution procedures that they conceptually understand and can explain. Summary: Meaningful instruction and drill go together as part of a successful learning experience, but meaningful instruction must precede drill or practice (Dessert). A balanced approach to both is needed in mathematics classrooms, as students who can access both memorized and meaningful ideas in mathematics achieve at a higher level than those who rely on either one without the other. (Askew and William, p. 47) Summary: Teachers need to choose instructional activities that integrate everyday uses of mathematics into the classroom learning process as they improve students interest and performance in mathematics. (Fong, Krantz, and Nisbett, p. 38) References Askey, M. and William, D. Recent Research in Mathmatics Education London. Her Majesty s Stationary Office, Fong, G., Krantz, D., and Nisbett, R. The Effects of Statistical Training on Thinking About Everyday Problems. Cognitive Psychology, 1986, 18: HANDOUT 13 (continued) Helping with Math at Home: Ideas for Parents
17 Handout 14 Feedback Form Session Title: Location: Date: 1. What new ideas do you have as a result of this session? 2. What ideas from this session will you use with your child(ren)? 3. Overall, how would you rate this session? Not Informative Extremely Informative 4. Is there anything else you would like us to know? 5. Would you like to be informed about any upcoming sessions? If so, please provide the following: Name: Address: Helping with Math at Home: Ideas for Parents HANDOUT 14
Math Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 2001-2006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
More informationSue Fine Linn Maskell
FUN + GAMES = MATHS Sue Fine Linn Maskell Teachers are often concerned that there isn t enough time to play games in maths classes. But actually there is time to play games and we need to make sure that
More informationTHE BLASTER METHOD: MATH GAMES TO MAKE YOU MATH SMART
THE BLASTER METHOD: MATH GAMES TO MAKE YOU MATH SMART Math fundamentals for a technological age: What makes students math smart? What makes a student math smart? What kind of mathematical competencies
More informationUsing games to support. Win-Win Math Games. by Marilyn Burns
4 Win-Win Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperand-pencil practice. Using games to support students
More informationWhat Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
More informationMental Computation Activities
Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of base-ten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,
More informationReady, Set, Go! Math Games for Serious Minds
Math Games with Cards and Dice presented at NAGC November, 2013 Ready, Set, Go! Math Games for Serious Minds Rande McCreight Lincoln Public Schools Lincoln, Nebraska Math Games with Cards Close to 20 -
More informationUsing Algebra Tiles for Adding/Subtracting Integers and to Solve 2-step Equations Grade 7 By Rich Butera
Using Algebra Tiles for Adding/Subtracting Integers and to Solve 2-step Equations Grade 7 By Rich Butera 1 Overall Unit Objective I am currently student teaching Seventh grade at Springville Griffith Middle
More informationMAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL
MAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL THESE FUN MATH GAME PRINTABLES are brought to you with compliments from Making Math More Fun at and Math Board Games at Copyright
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationMultiplication Rules! Tips to help your child learn their times tables
Multiplication Rules! Tips to help your child learn their times tables 1. Have fun! We want relaxed kids and plenty of giggles. 2. Go slowly and relax. 3. Do the preliminary review, all the preliminary
More informationNumeracy across learning Principles and practice
Numeracy across learning Principles and practice All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will
More informationCurrent California Math Standards Balanced Equations
Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
More informationby Teresa Evans Copyright 2005 Teresa Evans. All rights reserved.
by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. SAMPLE PAGES Please enjoy using these
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationPrivate talk, public conversation Mike Askew King s College London
Private talk, public conversation Mike Askew King s College London Introduction There is much emphasis on the importance of talk in mathematics education. In this article I explore what sort of talk we
More informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationField Experience 1 Reflection Paper. Timothy D. Koerner. Research I (EDU 757) Professor Vicki Good
FE 1 Reflection: -1- Field Experience 1 Reflection Paper Timothy D. Koerner Research I (EDU 757) Professor Vicki Good FE 1 Reflection: -2- Part: 1 Demographic Analysis of the Class Ms. Case s third grade
More informationAdding and Subtracting Integers Unit. Grade 7 Math. 5 Days. Tools: Algebra Tiles. Four-Pan Algebra Balance. Playing Cards
Adding and Subtracting Integers Unit Grade 7 Math 5 Days Tools: Algebra Tiles Four-Pan Algebra Balance Playing Cards By Dawn Meginley 1 Objectives and Standards Objectives: Students will be able to add
More informationGame 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes
Game 9 Cross Out Singles Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes Quiet Dice Rolling dice can create lots of noise. To lessen the noise, consider using foam
More informationA Math Talk Community in Math Expressions Common Core
hmhco.com BUILDING A New Standard OF Success A Math Talk Community in Math Expressions Common Core Dr. Karen Fuson, Program Author of Math Expressions Common Core and Professor Emerita of Learning Sciences,
More informationxxx Lesson 19 how memory works and techniques to improve it, and (2) appreciate the importance of memory skills in education and in his or her life.
xxx Lesson 19 Memory Skills! Overview: This lesson provides a basic look at how our memory works and how it can be improved by using some simple techniques. Objectives: The objective of this lesson is
More informationHooray for the Hundreds Chart!!
Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows
More informationFive High Order Thinking Skills
Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationProbability and Statistics
Activity: TEKS: Overview: Problems Kids Care About (K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
More informationMath: Study Skills, Note Taking Skills, And Test Taking Strategies
Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study
More informationSuperSpeed Math. Addition, Subtraction, Multiplication, Division And the Gnarlies!
SuperSpeed Math, copyright Chris Biffle SuperSpeed Math Addition, Subtraction, Multiplication, Division And the Gnarlies! Chris Biffle Crafton Hills College Yucaipa, California CBiffle@AOL.com SuperSpeed
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationChapter 12 Making Meaning in Algebra Examining Students Understandings and Misconceptions
Assessing Mathematical Proficiency MSRI Publications Volume 53, 2007 Chapter 12 Making Meaning in Algebra Examining Students Understandings and Misconceptions DAVID FOSTER Students often get confused and
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationThinking, Doing, Talking Science
Thinking, Doing, Talking Science Can we use our skills to train teachers in a way that has measurable impact? bridget.holligan@scienceoxford.com Oxford Brookes University research with 16 primary schools
More informationLearning Style Inventory for Elementary Students TM
Learning Style Inventory for Elementary Students TM Learner Profile TEACHER REPORT Student Number Teacher Report for: MONICA HUNAN SOCIAL LEARNER Characteristics of MONICA'S Style Preference 7957 MONICA
More informationCh. 13.2: Mathematical Expectation
Ch. 13.2: Mathematical Expectation Random Variables Very often, we are interested in sample spaces in which the outcomes are distinct real numbers. For example, in the experiment of rolling two dice, we
More information+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson
+ has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding
More informationYOUTH SOCCER COACHES GUIDE TO SUCCESS Norbert Altenstad
The Reason Why Most Youth Soccer Coaches Fail Lack of knowledge to make and keep practice fun and enjoyable for the kids is really the primary cause for failure as a youth soccer coach, it s sad. It s
More informationParent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
More informationAccessibility Strategies for Mathematics
Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed
More informationFun Learning Activities for Mentors and Tutors
Fun Learning Activities for Mentors and Tutors Mentors can best support children s academic development by having fun learning activities prepared to engage in if the child needs a change in academic/tutoring
More informationTeachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom.
Mathematical games Teacher notes Teachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom. Aims: To use mathematics
More informationGuidance paper - The use of calculators in the teaching and learning of mathematics
Guidance paper - The use of calculators in the teaching and learning of mathematics Background and context In mathematics, the calculator can be an effective teaching and learning resource in the primary
More informationProblem of the Month: Fair Games
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationResearch on Graphic Organizers
Research on Graphic Organizers Graphic Organizers are visual representations of a text or a topic. Organizers provide templates or frames for students or teachers to identify pertinent facts, to organize
More informationGrade 7 Mathematics. Unit 2. Integers. Estimated Time: 15 Hours
Grade 7 Mathematics Integers Estimated Time: 15 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization Grade
More informationTEaching UniT. Grade Level: Grade 4 Recommended Curriculum Area: Mathematics Other Relevant Curriculum Area(s): Language Arts
BUILDING FUTURES IN ONTARIO TEaching UniT General Topic: Money and Decision-making Unit Title: Early Experiences with Money Grade Level: Grade 4 Recommended Curriculum Area: Mathematics Other Relevant
More informationTeaching Approaches Using Graphing Calculator in the Classroom for the Hearing-Impaired Student
Teaching Approaches Using Graphing Calculator in the Classroom for the Hearing-Impaired Student Akira MORIMOTO Tsukuba College of Technology for the Deaf, JAPAN Yoshinori NAKAMURA Miyagi School for the
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More informationOverview. Essential Questions. Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs
Grade 2 Mathematics, Quarter 4, Unit 4.4 Representing and Interpreting Data Using Picture and Bar Graphs Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Draw a picture
More informationPlayed With Five Standard Six-Sided Dice. by Paul Hoemke
Played With Five Standard Six-Sided Dice by Paul Hoemke 1 Copyright 2011 by Paul Hoemke. Five New 5-Dice Games by Paul Hoemke is licensed under a Creative Commons Attribution 3.0 Unported License. http://creativecommons.org/licenses/by/3.0/
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationFifth Grade Physical Education Activities
Fifth Grade Physical Education Activities 89 Inclement Weather PASS AND COUNT RESOURCE Indoor Action Games for Elementary Children, pg. 129 DESCRIPTION In this game, students will be ordering whole numbers.
More informationNick s Plan. My case study child is a young boy in the third grade. I will call him Nick. Nick is a
Jamie Oliver Nick s Plan My case study child is a young boy in the third grade. I will call him Nick. Nick is a student who has cerebral palsy. He remains in a wheelchair all day long while in school.
More informationFoundation 2 Games Booklet
MCS Family Maths Night 27 th August 2014 Foundation 2 Games Booklet Stage Focus: Trusting the Count Place Value How are games used in a classroom context? Strategically selected games have become a fantastic
More informationAdd or Subtract Bingo
Add or Subtract Bingo Please feel free to take 1 set of game directions and master game boards Please feel free to make 1 special game cube (write + on 3 sides and on the remaining 3 sides) You will need
More informationTime needed. Before the lesson Assessment task:
Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear
More informationSession 7 Fractions and Decimals
Key Terms in This Session Session 7 Fractions and Decimals Previously Introduced prime number rational numbers New in This Session period repeating decimal terminating decimal Introduction In this session,
More informationMindset: The New Psychology of Success Carol S. Dweck, Ph.D.
Mindset: The New Psychology of Success Carol S. Dweck, Ph.D. Chapter 1: The Mindsets Chapter 1 presents the two different mindsets fixed and growth. Ms. Dweck reveals that she came upon the idea of researching
More informationGaming the Law of Large Numbers
Gaming the Law of Large Numbers Thomas Hoffman and Bart Snapp July 3, 2012 Many of us view mathematics as a rich and wonderfully elaborate game. In turn, games can be used to illustrate mathematical ideas.
More informationYear 2 Summer Term Oral and Mental Starter Activity Bank
Year 2 Summer Term Oral and Mental Starter Activity Bank Objectives for term Recall x2 table facts and derive division facts. Recognise multiples of 5. Recall facts in x5 table. Recall x10 table and derive
More informationAcing Math (One Deck At A Time!): A Collection of Math Games. Table of Contents
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical
More informationMaths Non-negotiables
Maths Non-negotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum
More informationINTRODUCTION TO COACHING TEACHING SKILLS TEACHING/LEARNING. September 2007 Page 1
TEACHING SKILLS September 2007 Page 1 TEACHING SKILLS Being a teacher is one of the main roles a coach fulfils for their players. The ability to teach effectively, especially the technical skills of ice
More informationTHE WISDOM OF 14 ACCOUNTING TEXTBOOKS.
THE WISDOM OF 14 ACCOUNTING TEXTBOOKS. ALL IN ONE FUN, INTERACTIVE GAME. Students get a kick out of learning when it s more engaging than a textbook. Sorry, textbooks. We wrapped up all the stuff they
More informationKindergarten Math Curriculum Course Description and Philosophy Text Reference:
Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry,
More informationCOACHING GUIDE. Preparing Athletes for Competition
COACHING GUIDE Preparing Athletes for Competition Table of Contents Table of Contents Psychological Considerations Anxiety and Stress Management Winning and Losing Handling Grief Taking Athletes to Competition
More informationPlanning a Class Session
Planning a Class Session A Guide for New Teachers by Diane M. Enerson Kathryn M. Plank R. Neill Johnson The Pennsylvania State University 301 Rider Building II University Park, PA 16802 www.schreyerinstitute.psu.edu
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More information15 Most Typically Used Interview Questions and Answers
15 Most Typically Used Interview Questions and Answers According to the reports made in thousands of job interviews, done at ninety seven big companies in the United States, we selected the 15 most commonly
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationResearch Findings on the Transition to Algebra series
Research Findings on the Transition to Algebra series Pre- and Post-Test Findings Teacher Surveys Teacher Focus Group Interviews Student Focus Group Interviews End-of-Year Student Survey The following
More informationFamily Engineering! For Parents & Elementary-Aged Children
Family Engineering! For Parents & Elementary-Aged Children Mia Jackson, Foundation for Family Science Jack Samuelson, Marquette University Supported by the National Science Foundation The demand for scientists
More informationPermission is given for the making of copies for use in the home or classroom of the purchaser only.
Copyright 2005 Second Edition 2008 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. Part 1 Math Card Games to Play
More informationHelping your child with Reading
Helping your child with Reading Some ways that you can support. Getting Started Sharing books - We teach phonics to help our children learn to read and write and in order to do this successfully they need
More informationUnderstanding Ratios Grade Five
Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation
More informationLearning Center System. Preschool Resource Guide. Muriel Wong
Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers
More informationWriting learning objectives
Writing learning objectives This material was excerpted and adapted from the following web site: http://www.utexas.edu/academic/diia/assessment/iar/students/plan/objectives/ What is a learning objective?
More informationAccommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego
Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will
More informationAs strange as it may sound, but: 50% of the interview is preparation, 50% of the interview is attitude.
Job Interview 8. Job Interview General Information Some Guidelines As strange as it may sound, but: 50% of the interview is preparation, 50% of the interview is attitude. In general Interviewing is between
More informationChapter 11 Number Theory
Chapter 11 Number Theory Number theory is one of the oldest branches of mathematics. For many years people who studied number theory delighted in its pure nature because there were few practical applications
More informationTom wants to find two real numbers, a and b, that have a sum of 10 and have a product of 10. He makes this table.
Sum and Product This problem gives you the chance to: use arithmetic and algebra to represent and analyze a mathematical situation solve a quadratic equation by trial and improvement Tom wants to find
More informationRequired Online Subscription Brainpop.com. Subscriptions will be provided in class (will be used in science methods, too).
Elementary Math Methods 02.551 Course Syllabus Fall 2013 Wednesdays, 9 a.m. - 11:30 a.m. and Web-enhanced O'Leary Library 513 and Murkland School, Lowell Instructors: Dr. Michelle Scribner-MacLean (Michelle_ScribnerMacLean@uml.edu)
More informationUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
More informationBIG MATHS A GUIDE FOR PARENTS AND CARERS
BIG MATHS A GUIDE FOR PARENTS AND CARERS Big Maths is a teaching programme used at Hazlehurst to help children to become numerate. Problem solving and word problems cannot be solved until children can
More informationObjective To introduce the concept of square roots and the use of the square-root key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the square-root key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationTEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES
TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum
More informationSubject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationAnn Arbor Open School @ Mack. Student. Ann Arbor Open Science, Technology & Invention Fair
Ann Arbor Open School @ Mack Student Handbook Ann Arbor Open Science, Technology & Invention Fair 1 Frequently Asked Questions What is the Open School Science, Technology and Invention Fair? It is a chance
More informationCircuits and Boolean Expressions
Circuits and Boolean Expressions Provided by TryEngineering - Lesson Focus Boolean logic is essential to understanding computer architecture. It is also useful in program construction and Artificial Intelligence.
More informationMath 103 Lecture 1 notes
Math 103 Lecture 1 notes Types of Problems: 1. Process: requires solution processes other than computational procedures. When attempting to solve a process problem, one uses available knowledge and employs
More informationHandouts for teachers
ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1
More informationTEACHER S GUIDE. A Financial Literacy Unit for 4th-, 5th- and 6th-Grade Classes
TEACHER S GUIDE A Financial Literacy Unit for 4th-, 5th- and 6th-Grade Classes Dear Teacher, Financial decision-making skills are critical for young people s life-skills development not only for today,
More informationElementary pre-service mathematics teachers and technology: are they ready?
Elementary pre-service mathematics teachers and technology: are they ready? Abstract Matthew Boggan Mississippi State University Sallie L. Harper Mississippi State University Elizabeth Bifuh-Ambe University
More informationMental Maths module for the Foundation Phase
Mental Maths module for the Foundation Phase 1 CONTENTS 1. The importance of Mental Mathematics p 4 2. Benefits of Mental Maths p 6 3. Mental Maths games p 7 4. Mental Maths activities p 8 2 1. The importance
More informationNRICH. Integrating Rich Tasks
http://nrich.maths.org/public/viewer.php?obj_id=6089 NRICH Integrating Rich Tasks To find the materials go to the website: http://nrich.maths.org On the top right-hand side click on Courses. Then click
More information0.75 75% ! 3 40% 0.65 65% Percent Cards. This problem gives you the chance to: relate fractions, decimals and percents
Percent Cards This problem gives you the chance to: relate fractions, decimals and percents Mrs. Lopez makes sets of cards for her math class. All the cards in a set have the same value. Set A 3 4 0.75
More informationMath 728 Lesson Plan
Math 728 Lesson Plan Tatsiana Maskalevich January 27, 2011 Topic: Probability involving sampling without replacement and dependent trials. Grade Level: 8-12 Objective: Compute the probability of winning
More information