Franklin Middle SchoolMath Parent Night

Presented

By

Tracy Schwartz – Math Coach

11/11/2013

Math Night: Agenda

• Opening Activity:• 7th grade Ratio & Proportional Reasoning• 8th grade Geometry

• Common Core State Standards• Math Content Standards • Standards of Mathematical Practice• Math Workshop Model• What Families Can Do To Support• Math Assessment Dates• Math Websites

Math: Grade 7 Content Standards

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.

Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Math: Grade 7

Jacob is buying lunch at a diner. His lunch costs $7.50 plus a 16% tip.

a.How much does his lunch cost with tip?

b.The total cost of his lunch and tip is 4% of his paycheck for the week. How much is Jacob’s paycheck?

c.If Jacob is not leaving a tip, how much would Jacob’s lunch cost for it to be 10% of his paycheck?

a. $8.70 b. $217.50 c. $21.75

Math: Grade 8 Content Standards

8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematical problems in two and three dimensions.

Pythagorean Theorem

A 15-foot ladder is leaning against a wall. The base of the ladder is 3 feet from the wall. How high above the ground is the top of the ladder? Round your answer to the nearest tenth.

Ans:

Characteristics Fewer and more rigorous Aligned with college and career

expectations Internationally benchmarked Rigorous content and application of

higher-order skills Builds on strengths and lessons of

current state standards Research based

NCTM Research““Whatever your child chooses to do in life, Whatever your child chooses to do in life,

you can be certain that having a strong you can be certain that having a strong understanding of mathematics will open understanding of mathematics will open doors to a productive future.doors to a productive future.””

Students who take algebra & geometry go Students who take algebra & geometry go on to college at much higher rates (83%) on to college at much higher rates (83%) than those who do not (36%).than those who do not (36%).

Almost 90% of all new jobs require math Almost 90% of all new jobs require math skills beyond high school level.skills beyond high school level.

Intent of the Common CoreThe same goals for all students.

CoherenceArticulated progressions of topics and performances that are developmental and connected to other progressions.Conceptual understanding and procedural skills stressed equally.

Focus

Key ideas, understandings, and skills are identified.

Deep learning of concepts is emphasized.

◦ That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity

Skills and concepts are clearly defined.

Being able to apply concepts and skills to new situations is expected.

Math: Common Core State Standards (CCSS)

Mathematics

Standards for ContentStandards for Practice

Content Standards:•State what students should know and be able to do at each grade level.

•Reflect both skills and understandings with equal importance.

NJCCCS CCSS

Grade Levels Grade Levels

Standards for Mathematical Practice

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

Standards for Mathematical Practice

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.

Franklin Township Public SchoolsMathematics Philosophy of CurriculumIn order for students to understand and use mathematics with confidence, the Franklin Township Public School Mathematics Philosophy of Instruction embraces daily opportunities for students to actively engage and participate in meaningful mathematical learning experiences through inquiry, problem-solving and making connections to the world around them. As a result, students will develop the habits of mind that expand their ability to problem solve, reason critically, construct and defend viable arguments and communicate their thought processes. Strategic access to and use of learning tools provide supports for students to meet the rigor of the curriculum while developing conceptual understanding and procedural fluency. Students will leave Franklin Township Public Schools capable of functioning and contributing to today’s global society.

Math Domains of Focus

Math 7

• The Number System

• Expressions & Equations

• Ratio and Proportional Reasoning

Supporting/Additional

• Geometry

• Statistics and Probability

Math 8

• Expressions and Equations

• Functions

• Geometry

Supporting/Additional

• The Number System

• Statistics and probability

Middle School Acceleration

Math 7 AdvanceThe Number SystemInteger Exponents/Radicals (8th)

Irrational numbers (8th)

Expressions & Equations (all 8th except system of equations)Ratio and proportional reasoning (8th connect linear equations)Geometry (all 8th except Pythagorean Theorem)Statistics and Probability

Algebra 1•Algebra

•8th grade simultaneous equations – linear

•Functions (8th)

•Geometry•Pythagorean Theorem

GOAL OF MATHEMATICS PROGRAMS AT FMS

Students will understand and use mathematics with Students will understand and use mathematics with confidence, developing conceptual understanding confidence, developing conceptual understanding and procedural fluency.and procedural fluency.

Classroom instruction provides daily opportunities Classroom instruction provides daily opportunities for students to actively engage and participate in for students to actively engage and participate in meaningful mathematical learning experiences meaningful mathematical learning experiences through inquiry, problem-solving and making through inquiry, problem-solving and making connections to the world around them. connections to the world around them.

Students will expand their ability to problem solve, Students will expand their ability to problem solve, reason critically, construct and defend viable reason critically, construct and defend viable arguments and communicate their thought arguments and communicate their thought processes, developing conceptual understanding processes, developing conceptual understanding and procedural fluency. and procedural fluency.

Math Workshop Model

What Families Can Do to Help!What Families Can Do to Help!

1.1. Be Positive!Be Positive!

2.2. Link mathematics with daily lifeLink mathematics with daily life

3.3. Make math funMake math fun

4.4. Learn about math-related careersLearn about math-related careers

5.5. Have high expectationsHave high expectations

6.6. Support homework, donSupport homework, don’’t do it!t do it!

BE POSITIVE!BE POSITIVE!We all respond well to praiseWe all respond well to praise

““Congratulations!Congratulations!”” ““Excellent!Excellent!”” ““You are working very hard!You are working very hard!”” ““That’s great!”That’s great!”

Make criticism constructiveMake criticism constructiveDONDON””T: T: ““You arenYou aren’’t going to hand in that mess, t going to hand in that mess,

are you?are you?””DO: DO: ““The teacher will understand your ideas better The teacher will understand your ideas better

if you use your best handwriting.if you use your best handwriting.”” Then follow up Then follow up with praise when a neater version is completed.with praise when a neater version is completed.

Point out real world mathematicsRelate to moneyEstimationTax, tip, discountHome projectsKitchen

Reinforce the basicsPlay gamesWebsites/ Apps

How to help with Math in Daily LifeHow to help with Math in Daily Life

How to help with Math in Daily LifeHow to help with Math in Daily Life

Problem solving strategiesProblem solving strategiesHave your child explain what they learned or Have your child explain what they learned or are doing to you are doing to you Study buddiesStudy buddiesThink-aloudsThink-aloudsVisualize/put yourself in the situationVisualize/put yourself in the situationShare tricks you useShare tricks you use

Encourage ChildrenEncourage Children’’s Development and s Development and Progress in SchoolProgress in School

Maintaining a warm and supportive homeMaintaining a warm and supportive homeShowing interest in childrenShowing interest in children’’s progress at s progress at

schoolschoolLook over completed assignmentsLook over completed assignmentsCheck plannerCheck plannerStaying in touch with teachers and school Staying in touch with teachers and school

staffstaffEmailEmailLet teachers know of any changes at homeLet teachers know of any changes at homeGet involved where you canGet involved where you canDiscussing the value of a good education Discussing the value of a good education

and possible career optionsand possible career options

Expressing High but Realistic Expectations Expressing High but Realistic Expectations for Achievementfor Achievement

Setting goals and standards that are appropriate Setting goals and standards that are appropriate for childrenfor children’’s ages and maturitys ages and maturity

Long and short-term Long and short-term Revisit, evaluate and set new goalsRevisit, evaluate and set new goalsRecognizing and encouraging special talentsRecognizing and encouraging special talentsInforming friends and family about successesInforming friends and family about successesShareShareBragBragLeads to more successLeads to more success

Essentials for MathematicsEssentials for Mathematics

• NotebookNotebook

• JournalJournal

• PencilsPencils

• CalculatorCalculator

Monitor AssignmentsMonitor Assignments

Ask about the teachersAsk about the teachers’’ homework policy homework policyWhat kinds of assignments will be given?What kinds of assignments will be given?How long are children expected to complete How long are children expected to complete them?them?

How does the teacher want you to be How does the teacher want you to be involved?involved?

Look over completed assignmentsLook over completed assignmentsCheck to see that all assignments are Check to see that all assignments are completed correctlycompleted correctly

Math Homework Questions to AskMath Homework Questions to Ask What is the problem you are working on? What do the directions say? What words or directions do you not

understand? Where do you think you should begin? What do you already know that can help you

work through the problem? What have you done so far? Where can we find help in the textbook, your

notes, or online? Do you have a similar problem to look at? Can you draw a picture or make a diagram? Can you tell me where you are stuck? Who can you call for help? Can you solve it using a calculator? Can you go on to another problem and come

back to this one later?

Provide GuidanceProvide Guidance

Figure out how your child learns bestFigure out how your child learns bestAlone or with someone (homework buddy)Alone or with someone (homework buddy)Visual: make charts, draw picturesVisual: make charts, draw picturesAuditory: discussed what is being learnedAuditory: discussed what is being learnedKinesthetic: props, models, movementKinesthetic: props, models, movement

Understand math from your child’s point of Understand math from your child’s point of view. Remember Model Behavior!view. Remember Model Behavior!

Encourage Good Study HabitsEncourage Good Study Habits

Use & review notes from classUse & review notes from classStudy buddyStudy buddyMake up songsMake up songsAcronymsAcronymsPractice testsPractice tests

Does Does Your Child Have a Quiet Place to Study with Your Child Have a Quiet Place to Study with

Adequate Light?Adequate Light?Light, supplies close byLight, supplies close byWork area: desk, kitchen tableWork area: desk, kitchen tableDecorate a special area with art or plants Decorate a special area with art or plants Remove distractionsRemove distractionsTurn off TV, radio, iPod, no phone calls or textingTurn off TV, radio, iPod, no phone calls or textingFamily should partake in a quiet activityFamily should partake in a quiet activityToddlers should be separatedToddlers should be separatedUse the library if necessaryUse the library if necessary

Help Your Child Get OrganizedHelp Your Child Get Organized

Calendar with assignmentsCalendar with assignments’’ due due datesdates

Planner usePlanner useColored folders and notebooksColored folders and notebooksCheck book bag oftenCheck book bag oftenCheck locker if necessaryCheck locker if necessary

Math Assessment Dates for 2013-2014Beginning of Year: Sept. 17, 2013

Marking Period I Benchmark: Oct. 18, 2013Marking Period 1 Quarterly: Nov. 15, 2013Marking Period 2 Benchmark: Dec. 20, 2013Midterm: Feb. 5, 2014Marking Period 3 Benchmark: Mar. 21, 2014Marking Period 3 Quarterly: Apr. 11, 2014Marking Period 4 Benchmark: May 22, 2014Final Exam: Jun. 13, 2014

Math Websites:

www.corestandards.org/Math/ www.khanacademy.orgwww.state.nj.us/education/www.nctm.orgwww.themathpage.comwww.learnzillion.com

Math Supervisor: Mrs. Nubeja Allenn-allen@franklinboe.org