California Mathematics Council The First Rule of introducing the Common Core to parents: Do MATH...

California Mathematics Council


The First Rule of introducing the Common Core to parents:

Do MATH with them!


Teach them a math game for all ages: the Counting GameThe rules:

• Two people take turns counting aloud.

The first person starts at 1 and the game

is over when the counting reaches 20.

• Each player counts aloud by saying one, two, or three numbers in order from where the other player stopped counting.

• Whoever says the number 20, by itself or in a group of numbers, is the winner.


Fail to involve parents and communities in the Core Standards and we may find we are reliving the past...


Remember WHOLE LANGUAGE?

Remember CLAS?

Remember NEW MATH?

First, a little HISTORY:


What killed NEW MATH?


What killed NEW MATH?

Tom Lehrer


The NEW MATH SONG

New Math Song—Annimated


Where do we begin to built

support for the Core Mathematics Standards?

•TEACHERS

•ADMINISTRATORS

•PARENTS


BASIC ASSUMPTIONS IN WORKING WITH PARENTS:

•Parents are concerned, first and foremost, with their own child‘s education – not necessarily all Children



•Parents only have their own personal experience as a reference to compare with their child’s!



•Parents trust their own child’s teacher more than any other educator



•Parents are sensitive, caring, intelligent people who want information about what you‘re doing with their children. They want to understand!


WHERE TO BEGIN?

Early Learning, Math at Home


Early Learning, MATH AT HOME


Early Math Learning, WEB SITE

earlymathlearning.com/


And in the works…


And throughout K–12

Math-at-Home-English.pdf


MATH AT HOME


…And in SPANISH

Math-at-Home-Spanish.pdf


Some Math fromMATH AT HOME

A rancher has 48 meters of fencing to build a corral for her cows. Since her property is bordered by a river, what is the biggest rectangular area she can fence if she uses the river as one side of the corral?


CORE STANDARDSfor Mathematical Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.


1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

…but what do the Standards forMathematical Practices mean?


THE TASK…

In partners, translate the first Standard for Mathematical Practice into jargon-free prose that you think would be successful in helping parents understand the power of this mathematical practice.


Good math students know that before they can begin solving a problem, they must first thoroughly understand the problem and understand which strategies might work best in finding a solution. They not only consider all the facts given in the problem, they form an idea of the solution—perhaps an estimation or approximation—and make a plan rather than simply jumping in without much thought. They first consider similar and related problems to gain insights. Older students might use algebraic equations or technology. Younger students might use concrete objects, drawings, or diagrams to help them “see” the problem. Good math students check their progress along the way, change course if necessary, and continually ask themselves, “Does this make sense?” Even after finding a solution, good math students try hard to understand how other students solved the same problem in different ways.

MY BEST ATTEMPT:


Find much more at

the CMC WEB SITE

cmc-math.org


In your work with families,turn to the CMCFOR FAMILIES web pages!


FOR FAMILIES Articles of Interest


Teaching Children to Do Mental Math Part 1 & 2 The Value of Abstract Strategy Games for the Whole Family The Art of Guessing: Estimation Part 1 & 2 The Common Core Standards for Mathematical Practices Translated for Spanish-Speaking Families The Benefits of Volunteering in Your Child's Class California Adopts New Common Core Standards Educational Acronyms, Program Names, and Definitions Every Parent Should Know

Basic Education Terms Every Parent Should Know


Useful Advice for Parent/Teacher Conferences The Mathematics Students Study in California Schools What Parents Should Know About High School Math Frequently Asked Questions About K-6 Math Programs Helping at Home with Homework Mathematics Learning Resources for Parents Testing in California Public Schools, Part 1 & 2 The California Mathematics Textbook Adoption Process Why Teach Problem Solving? Part 1 & 2 Ten Good Problems to Solve with Your Family


FOR FAMILIES Activities to Do at Home


Counting and Young Children Surveys and Graphs THE WEIRD NUMBER: Fractions Made Interesting POWERS OF TEN: Seeing BIG and TINY Numbers SCRATCH: Computer Programming for Kids Ten for Dinner: Number Activities Sneaker Math Exploring Polygons Place Value Activities for K-3 Children Lucky Clover Probability for K-3 Children SUM UP Adding Games for K-3 Children


FOR FAMILIES How to host a Family

Math Night at Your School!


Host a Family Math Event At Your School Part 1 How to Organize a Family Math Event Part 2 What to Do at Your Family Math Event Part 3 Choosing the Right Activities to Do with Parents How to Get Parents and Families to Turn Out! Sending Home Math for Families to Do Together Choose the Right Math Tool: A Parent Activity


Go forth and work with parents!


Any questions?

California Mathematics Council The First Rule of introducing the Common Core to parents: Do MATH...

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