SOCIAL J MATH M MONTHLY - Toronto Catholic District … · • co-teaching and co-planning ... Whole Numbers, Decimals, Fractions ... • Lesson 1a - 5 minute (new learning goal)

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Office

80 Sheppard Avenue East 416 222 8282 (general) 416 222 229 5364 (fax)

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Kathy Kubota-Zarivnij X2533 or 647 227 3584 (cell)

K to 6 Math Resource Miranda Kus (1,2) X2407 Adrian Pope (3,4) X2723 Bart Vanslack (5,6) X2724

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7 to 8 Math Resource Angela Mule-Pires (1-8) X2712

9 to 12 Math Resource

Grace Mlodzianowski X2728 Varvara Nika X2722

Stefana Penelea (sec. coach) "Life is good for two things, learning mathematics and teaching mathematics." -

Simeon Poisson

TCDSB MATH MONTHLY November 2014

FROM THE MATH DEPT This monthly mathematics newsletter is intended to be a vehicle for system-wide communication. It is also a mathematics professional learning resource for TCDSB educators that could be used for: • developing educators’ knowledge and

knowing of mathematics for teaching • informing classroom implementation of

mathematics instructional strategies • co-teaching and co-planning • analyzing students’ discourse and work

samples to understand their math thinking and conceptual understanding

• supporting professional conversations and provoking mathematical inquiry

• weekly staff newsletters • whole staff and divisional meetings • monthly school newsletters • school bulletin board displays • CSAC meetings. Mathematics learning and teaching is our collective responsibility and work. This year, let’s build a culture of learning and loving mathematics! KKZ Program Coordinator Mathematics (K to 12) and Business Studies

SOCIAL JUSTICE AND MATHEMATICS Aguirre & Anhalt (2006) and Gustein (2003) identify these goals for teaching social justice using mathematics. 1) Read the World with Mathematics to: • understand relations of power,

resource inequities, and disparate opportunities between different social groups

• understand discrimination based on race, class, gender, language and other differences

• analyse and deconstruct media and other forms of representation to examine events, both in one’s immediate life and in the broader social world in order to identify relationships and make connections between them.

2) Write the World with Mathematics to: • change the world • see oneself as capable of

making change and developing a sense of social agency.

Read the World With Mathematics -> Survey the students about the different ways they show peace at school. Write the World with Mathematics -> Represent the survey results to show the range and frequency of ways students show peace to others students and teachers in the school (e.g., tally chart, pictograph, bar graph). How could this use of mathematics develop peacemaking in the classroom and across your school?

Let’s use our virtues as a site for reading and writing the world with mathematics

PEACE - Every person can work for peace by carefully considering how their words and actions make others feel.

THIS ISSUE Social Justice and Math - Peacemaking Ideas to Consider - Mathematics for Teaching, Setting Up Positive Norms in the Math Classroom Mathematics Content – Addition of Whole Numbers, Decimals, Fractions and Integers Let’s Do Math – Mental Math Addition Mathematics Instruction – Clarifying the Three-Part Problem Solving Lesson Strategies for School Improvement – Leveraging EQAO IIR data Mathematics Professional Learning Mathematics Resources thinkMATH@home - Mental Math Addition

TCDSB MATHEMATICS DEPARTMENT

TCDSB Math Monthly, November 2014 Page

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IDEAS TO CONSIDER … Teaching Mathematics is Specialized Knowledge (Davis & Renert, 2014) Mathematics for teaching (MfT) is a sort of knowing that is most real in action, having flexible in-the-moment responsiveness. It is a way of being with mathematics knowledge that enables a teacher to structure learning situations, interpret student actions mindfully and respond flexibly in ways that enable learners to extend understandings and expand the range of the learners’ interpretive possibilities.” (Davis & Renert, 2014) Who Knows Mathematics Well Enough to Teach Grade 3? (Ball, Hill & Bass, 2005; Glaser & Chi, 1988) Ball, Hill and Bass (2005, p. 19) report that “knowing mathematics for teaching demands a kind of depth and detail that goes well beyond what is needed to carry out the algorithm reliably … there are predictable and re-current tasks that teachers face that are deeply entwined with mathematics and mathematical reasoning.” For example, figuring out where and why a student has made errors or using mathematical representations (e.g., number line, area grid) to develop conceptual understanding. These and other tasks of teaching involve both mathematical reasoning and pedagogical thinking. Developing precision in learning and teaching mathematics suggests the notion of developing expertise. Glaser and Chi (1988) explain that when experts can do as compared to novices. Experts can: • perceive large and meaningful patterns • work quickly and solve problems with little error • possess remarkably large short-term memories • see and represent problems at a deeper or principles

level, whereas novices focus on superficial aspects • spend relatively more time analyzing problems carefully

and qualitatively • use skills for self-monitoring.

Setting Up Positive Norms in the Math Class (Boaler, 2014) Boaler (2014) identifies seven norms that contribute to a positive and productive mathematics learning environment. Contact Sally Rivers at St Paschal Baylon to find out how grade 8 students studied mindsets for learning math (recorded as a video).

Everyone can learn math to the highest levels. Students who have a growth mindset believe “that they can learn anything, and the more work they do the smarter they will get.” Students need to know that they can achieve at any math level and there is no such thing as a math person. Mistakes are valuable. “Mistakes grow your brain! It is good to struggle and make mistakes.” Questions are really important. Encourage students to ask questions. Why does that work? How does one strategy relate to another strategy? Math is about creativity and making sense. “The key to understanding math is making sense of it. Math is a very creative subject; that is, at its core, about visualizing patterns and creating solution paths that others can see, discuss and critique.” Math is about connections and communicating. “Math is a connected subject, and a form of communication. Represent math in different forms. (e.g., words, a picture, a graph, an equation, and link them).”

Math class is about learning not performing. “Math is a growth subject, it takes time to learn and it is all about effort.” Depth is more important than speed. “Think slowly and deeply.” References: • Ball, D.L., Hill, H.C., & Bass, H. (2005). Knowing

mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17; 20-22; 43-46.

• Chi, M., Glaser, R. The nature of expertise. NJ: Lawrence Erlbaum.

• Davis, B. & Renert, M. (2014). The math teachers know: Profound understanding of emergent mathematics. NY: Routledge.

Discussion Prompts: • What ways can we prepare ourselves mathematically

to be flexible, in-the-moment responsive to students’ mathematical thinking?

• How can educators prepare themselves to understand and leverage the range of learners’ mathematical thinking for the co-construction of mathematical ideas and strategies?

Discussion Prompts: What experiences do educators need to develop their expertise in: • responding to students’ mathematical thinking by

coordinating conversation to make mathematical connections, clarification and elaborations?

• next step instruction building from student thinking?

Discussion Prompts: • What do these norms look, sound and feel like in

a mathematics classroom? • What do the teacher and students need to do to

set up these positive norms in the math class?


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MATHEMATICS CONTENT Addition Addition is the operation that represents the sum of two or more numbers (addends). More specifically, it is a conceptual elaboration from “counting on” (the last count is the total) towards addition as the combining or joining of 2 or more quantities to create one new quantity, the sum. Whether students are adding tens, thousands, tenths, thirds or negative whole numbers, they are first adding together same units, then combining numbers of different units. Below are different models of addition, with different kinds of numbers. Whole Numbers (1 digit, 2 digit, 3 digit and more) 7+2 = 5+2+2 = 5+4 = 9 (modeling shows different addends to make 9)

Different ways to show 37+48= 85 30+40+7+8=30+40+15 (Adding 10s then 1s) 37+40+3+5 = 77+3+5=80+5 (Adding from 1st number, 10s, 1s) 37+3+40+5=40+40+5 (Adding to make 10s, then add 1s)

135+234=369

(Adding from largest number and adding on 10s then 1s) Decimal Numbers It is the same as adding whole numbers, except the units are tenths, hundredths and thousandths. • 3.7+4.8 = (3+4) ones + (7+8)tenths = 7 ones+15 tenths

= 7+1.5 = 8.5 • .37+4.8 = 37 hundreds+4 ones+8 tenths

= 3 tenths+7 hundredths+4 ones+8 tenths = 4 ones+11 tenths + 7 hundredths = 5.17

Fractions Adding fractions requires prior knowledge about fractions as area and linear models (same size units), equivalent fractions.

Integers Adding integers requires prior knowledge about opposite integers (same size, different direction. à +2, -2); opposite integers sum to 0, not cancel each other out if “X” represents (+ve) integers and “0” represents (–ve) integers, (+4) + (-2) = (+2) à XXXX00 à XX (2 pairs of opposite integers sum to 0) (-3) + (-2) = (-5) à 000 00 à 00000

LET’S DO MATH! DEVELOPING OUR KNOWLEDGE AND KNOWING OF MATHEMATICS FOR TEACHING What is Mental Math? Mental math is often used as a way to calculate, estimate and/or visualize mathematical computations and relationships using strategies that were previously learned conceptually with and without the use of paper/pencil calculations and math tools. How would you determine the sum of these 4 digit whole numbers? 3411 + 2324 + 4142 + 1233 • Would you add the first 2 numbers, then add on the

3rd number, followed by the 4th number? Or would you add the thousands, then hundreds, tens and ones?

• If you know 3411 + 2324 + 4142 + 1233, does it help you to determine the sum of 34.11 + 23.24 + 41.42 + 12.33?

• If you know 3411 + 2324 + 4142 + 1233, does it help you to determine the sum of 34.11 + .2324 + 414.2 + 1.233?

Mini Mental Math Lesson Framework Mini-Lesson Structure: Do mental math every day for 5 to 10 minutes. • Lesson 1a - 5 minute (new learning goal) Select a

mental math learning goal. (e.g., add 2 digit whole numbers of 4 addends using the digits and place value units)

• Lesson 1b – 5 minute practise questions that are strategic variations on the Lesson 1a questions; variations for addition practise questions include change the numbers, the order of the numbers, the number of addends

Mini-Lesson Process: • Use a chalk or dry-erase board, mental math bulletin

board or square grid chart paper. • Record a sequence of mental math questions that

build from one another. • If you know the result of the 1st question, its solution

should help to figure out the result of the 2nd question • Prompt students to explain their mathematical

thinking and record it as equations and/or number lines.

• Summarize the learning goal and success criteria as an ongoing record of a Mental Math Highlights/ Summary on chart paper for ongoing reference.

Sample Addition Mini Mental Math Lessons (Adding Digits Sum to 10 of Like Units) Grade 2 Learning Goal and Success Criteria Add 1 digit whole numbers, with 4 or more addends by using the commutative property for addition to make compatible numbers. 1+2+3+4=10 ones


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Add 1 digit whole numbers with 8 addends • 1+3+4+2=1+4+3+2=5+5 =10 ones • 1+2+3+4+1+3+4+2

= 10 ones+10 ones = 1+1+2+2+3+3+4+4 = double ten ones = 2+3+2+3+1+4+1+4 = 4 groups of 5 = 20 ones

Grade 3 Learning Goal and Success Criteria Add 2 digit whole numbers, with 4 or more addends by adding like units from greatest to least unit. If you know …. 1+2+3+4=10 ones=10, then: • 10+20+30+40=10 tens =100 ones • 11+22+33+44=10 tens+10 ones=100+10=110 • 12+34+21+43=10 tens+10 ones=100+10=110 • 13+41+24+32=10 tens+10 ones=100+10=110

These sample learning goals are aligned to grade-specific mathematics curriculum expectations. However, all grades that are beyond the grade specific learning goal should experience these lessons.

MATHEMATICS PROGRAMMING Three-Part Problem Solving Lesson Design This lesson design structures the use of class time to ensure that there is time for students’ individual thinking, whole-class co-construction of success criteria, summary of the mathematics learning focus and time for individual practice. • 1- Before (Getting Started) - 5 to 10 minutes –

Students revisiting mathematical ideas and strategies from a previous lesson that are precursors to the lesson learning goal.

• 2- During (Working On It) - 15 to 20 minutes - Students are solving the lesson problem in pairs, small groups, or individually while the teacher observes and notes the range of responses and math thinking.

• 3a- After (Consolidation) - 20 to 25 minutes -> Teacher coordination of whole class discussion and analysis of student solutions; student and teacher co-construction of success criteria from solutions

• 3b- After (Highlights/Summary) - 5 minutes -> Students reflect and identify the lesson learning goal, key mathematical concepts and strategies in relation to co-constructed success criteria.

• 3c -After (Practice) - 5 to 10 minutes – Students solve a few problem that is similar to the lesson problem in order to practise applying new ideas and strategies.

STRATEGIES FOR SCHOOL IMPROVEMENT IN MATHEMATICS Using the EQAO IIRs Throughout the Year Your schools EQAO IIRs are full of information that could inform teacher’s mathematics curriculum lesson and unit planning, as well as next steps instruction. This year’s IIRs for mathematics include only half of the assessment items. Consider also examining the last two year’s IIRs and this year’s IIRs for the following purposes: • identifying the range and frequency of responses to

multiple choice items to anticipate this year’s students’ mathematical thinking in response to particular assessment items

• examining student errors to multiple choice questions to discern the mathematical thinking (or misconceptions) of students for math concepts

• using student errors to anticipate possible mathematical responses to questions

• developing mathematics tasks/problems and discussions that provoke students to rethink these errors and consider other ideas.

• Analyse the design of EQAO assessment items for open response and multiple choice, to provide ongoing and intermittent EQAO type assessment tasks for students at grades 3 and 6, as well as grades 2, 4, 5, 7 and 8.


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MATHEMATICS PROFESSIONAL LEARNING Additional Qualifications Courses TCDSB and York University Partnership These Additional Qualifications courses are face-to-face courses that are aligned with TCDSB board improvement plan and school improvement plans. For these courses only, the first 50 TCDSB permanent teachers who successfully complete the course will receive a 100% reimbursement from TCDSB. Register at York U, Faculty of Ed, Field Development Phone: 416-736-5003 Email: [email protected] Website: http://www.raiseyouraq.ca Winter 2015: ABQ Intermediate Mathematics (Register by Dec 18) Course code – TW15INMT Date – Wednesdays (Jan 13 to March 24, 2015) Time – 6:00pm to 9:30pm Location – Madonna Catholic Secondary Spring 2015 - PJ Math, Part 2; ABQ Intermediate Mathematics (Specific details available Jan 2015) Summer 2015 - ABQ Int Math Fall 2015 - PJ Math Part 1, ABQ Intermediate Mathematics TCDSB Mathematics Professional Learning Structures for 2014-2015 Junior Math Study Groups – 64 schools across the 8 superintendent regions focus on studying teacher identified mathematics content and implementation in the classroom in groups of 4 schools, for 5 collaborative sessions and 1 local school study session. Grades 2 to 8 Focused Learning Sessions A series of 3 monthly sessions for primary and junior teachers (who are not part of a math study group); Registration is by PAL. Topics include: • Bansho (Board-Writing) (Primary, Junior, Intermediate) • Differentiating Mathematics Instruction (Primary/Junior) • Anticipating and Co-Constructing Success Criteria

(Primary/Junior, Intermediate) • Mental Math (Primary/junior) • Three Part Problem Solving Math Lessons (Primary/ Junior,

Intermediate) Math Working Groups Focused • Concept Study, K to 12 - study and co-construction of

mathematics learning trajectories for key concepts, K-12 • ELL and Mathematics, K to 12 - study and co-construct ELL

mathematics learning and teaching practices • Flipped Classroom, 7 to 9 – designs of flipped lessons • Kindergarten - play-based learning for math examples

Secondary Whole Math Dept Study Sessions Clusters of secondary school math departments study math content and instructional/assessment practices over 3 monthly sessions Secondary Focused Learning Sessions A series of 3 monthly sessions for grade 9 to 12 teachers. PAL registration is on a first come first serve basis. Topics include: • Grade 9 EQAO Assessment Analysis • Learning Goals, Success Criteria and Descriptive

Feedback • Learning Skills in Mathematics • Technology in the Math Classroom • Enrichment in Mathematics After School Sessions for K to 8 - These sessions are hosted by school staff who are interested in studying a particular math content topic and/or instructional practice. Such schools welcome other schools to study with them. Register by calling the school. Snacks and a light dinner are provided. MATHEMATICS RESOURCES Geometer’s Sketchpad5.0 The Geometer's Sketchpad is a dynamic construction, demonstration, and exploration tool that can build and investigate mathematical models, objects, figures, diagrams, and graphs. Download Geometer’s Sketchpad at: http://www.keycurriculum.com/gsp/download. License Name: ONTARIO TORONCDSB Password: EHNVVDUAR1PJ9CURNFWT42A4 License Name: ONTARIO TORONTOCDSB STUDENT 2013-2014 Password: FGK0F711PEX9DRZ8AZGGTAQQ (Expires December 31, 2014) Gizmos ExploreLearning.com offers the world's largest library of interactive online simulations (or gizmos) for math and science education for students. The provincial license is for students in grades 7 to 8 only. Gizmos help students develop a deep understanding of challenging concepts through inquiry and exploration. Register at www.explorelearning.com/register . TCDSB Registration Key : XV5B-KTJM Your Gizmos password will be personalized, as you set it at the time of registration. Homework Help Students (grades 7 to 10) can get help with math homework with live, online math tutoring from an Ontario teacher. It's free.


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For Homework Help, Students Register At: https://homeworkhelp.ilc.org/secure/login.php with their OEN (Ontario Education Number) found on their report cards and their date of birth to register. Registration is free. Homework Help is offered in English and is only available to students at publicly funded schools. Live Online Tutoring – Students can log in between 5:30 p.m. to 9:30 p.m. ET from Sunday to Thursday for one-on-one tutoring. Students can join their grade level tutor room to see what questions other students are asking and then watch teachers walk through problems on the group whiteboard. Manipulatives (NEW!) Red and Yellow Magnetic Circles Product #83620 for $8.00 (set of 200) • Number Sense and Numeration - Set model for addition,

making groups and arrays for multiplication; • Measurement – non-standard unit for length, perimeter

and area of 2D shapes • Patterning and Algebra - repeating and growing patterns;

modelling linear relations; • Data Management and Probability - data collection

symbol, 50/50 probability draw • Holds up chart paper on magnetic board

Samples were sent to schools with magnetic chalk or dry erase boards. To order more sets, contact John Kearns at Spectrum Education ([email protected]) MOE Manipulatives Summaries – sent out in email Access via URL -www.edugains.ca/resources/LearningMaterials/ManipulativesSupport/ National Library of Virtual Manipulatives A digital library containing Java applets and activities for K-12 mathematics. URL – nlvm.usu.edu Math Readers Kit (NEW!) “Mathematical literacy through problem solving, non-fiction text, and real-world connections. Mathematics Readers combines engaging lessons for curriculum-based mathematics content. It provides effective instruction in nonfiction reading comprehension strategies through guided practice and problem solving.” Small sets of readers provide differentiated reading texts for students in combined grades and ELL and SPED learners. Reading Level K to 6; Interest Level K to 8. For more information visit www.enslonscoolcentral.com or email Christina Belvedere ([email protected]) Note: Math Readers Brochures and white paper are sent out via email.

MOE LNS Numeracy Resources Math Content Monographs to Access: • Bansho (Board-Writing) • Communication in the Mathematics Classroom • Differentiating Mathematics Instruction • Paying Attention to Spatial Reasoning • Paying Attention to Algebraic Reasoning • Paying Attention to Proportional Reasoning Download monographs at www.edu.gov.on.ca/eng/literacynumeracy/. Hard copies from Service Ontario Publications at www.publications.serviceontario.ca Mathematics Webcasts to View (www.curriculum.org) • Creating the Conditions for Learning Mathematics • Math Study Groups: Learning in a Collaborative

Culture of Inquiry, Study, Action – Gr3 Equivalence • Leaders in Educational Thought, Mathematics K-12 • Linking Today’s Understanding to Tomorrow’s

Learning: Proportional Reasoning • Loving the Math, Living the Math • Re-Imagining Literacy and Mathematics Throughout

the Day: Kindergarten Matters

Nelson Mathematics On-Line Resources Nelson Mathematics (for grades 3 to 8) username and password for the next 2 years is as follows: Nelson Site: http://mathk8.nelson.com/ Username: torontocatholic2013 Password: tcdsb2013 Grades 1 and 2 teacher resources have no password. The Nelson username and password provided is for TCDSB teaching staff only. It should not be shared with students, parents or non-TCDSB educators. OAME Gazette and Abacus Journals For elementary and secondary schools that sent a teacher and/or principal to OAME conference in May 2013 and 2014, you have an electronic paid subscription to these resources. Use the login and password set up then to access resources at http://www.oame.on.ca. If you don’t know your login and password, contact the OAME Executive Director at [email protected]. TCDSB Math Inventory for Kindergarten to Grade8 on Excel

Spectrum Educational Products has these inventories and will provide TCDSB schools with an economical price for any materials.


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TCDSB SharePoint Site for Numeracy Professional Learning

EQAO assessments, math planning tools, math resources, descriptions of key math instructional concepts like math learning goals, success criteria, descriptive feedback) and much more! Access via Intranet SharePoint (intranet as "Home") This site has TCDSB educator professional learning resources such as readings, schedules and math curriculum planning tools. Follow this path Home > Departments -> C and A -> A>Numeracy

THINKMATH@HOME

For Your School Ideas, resources and information for parent/ guardian engagement with their children’s mathematics learning are sprinkled throughout this monthly newsletter. Here a different ways that you could use these ideas over the month. • Cut and paste these ideas into your monthly school

newsletter, a school or classroom-based school math flyer, and/or school webpage.

• Create a school math bulletin board. • Consider including any of these mathematics items on

your CSAC agenda. CSAC meetings could be a place for mathematics information sharing and learning as well.

Use Your Students’ Mathematical Work In Your School Monthly Newsletter • Use one page of your newsletter to send samples of

students’ mathematical thinking to a lesson problem • Here’s a possible structure:

• Learning Goal • Lesson Problem • Pics of 3 solutions … followed by the question, What’s

the students’ mathematical thinking? On Your School Math Bulletin Board • Have students from different grades do the mathematics. • Post their solutions on the bulletin board. • Annotate the students’ work so that their mathematical

thinking is made explicit. Do this by labelling the mathematics evident in their solutions.

Family Math thinkMATH@home Poster • Monthly posters for families to use at home for

mathematics learning accompany this TCDSB Math Monthly newsletter.

• Please make enough copies for each family in your school and send out each month OR put on your website.

This month’s family math poster is focused on Mental Math Addition, Adding Digits that Sum to 10 of Like Units. Family Math Activities and Events A. Resources • TCDSB Family Math Activities booklet (problems,

math games, mental math activities for K to 8) - reproduce parts or entire booklet

• Family Math Manipulatives Kit #93705 for $9.95 each plus tax (Spectrum Educational Products – John Kearns —> [email protected]) à for schools with no math PRO Grant, the Math Dept will provide $5000 for each region pair (e.g., Areas 1 and 2 – contact your SO) for these kits

• Your school staff, Math Dept resource teachers, SS coaches, and KKZ

B. Suggestions for Family Math Engagement • Monthly school newsletter (insert one activity per

division in your newsletter) • CSAC Agenda meeting (set aside 5 minutes to do an

activity) • school entry bulletin board with manipulatives

accessible (choose 3 different activities focused on the same math content to post)

• School website (insert one activity per division each month, relative to the mathematics the students are learning)

• Family Math (FM) Event (evening, day) - use parts of the booklet as a carousel, with different grade-specific activities at different tables (facilitated by school staff, Math Dept resource teachers and SS coaches

C. Next Steps for Planning for Family Math Event • Identify possible date with CSAC and school staff

and a few family of schools • Contact math resource teacher and/or KKZ to set

planning meeting date/time • If your school does not have a math PRO Grant,

contact area superintendent to secure funds for manipulatives kits (I.e., $5000 per paired region or about 500 kits (one kit per family

Family Math at St. Michael

‘In support of their children, the parents of St. Michael have asked to learn more about the Math program as they would like to help their children more. At our October CSAC meeting parents were exploring the area of a rectangle and learned there were many solutions for the same question.” - Marguerite Thomson, principal, St Michael


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Helping Our Students to Learn and Love Mathematics (school newsletter insert or make a school poster) Developing Students’ Mathematical Understanding, Reasoning and Communication Strategy #1 - Have your child solve math problems in different ways, such as using: • different numbers • different sets of operations in calculations • different models of representation like the number line,

set of objects, or square grid.

Sample – Ways to Add to 10 • 1+2+3+4 = 3+3+4 = 6+ 4 =10

(adding consecutive numbers) • 1+4+2+3 = 5+5 = 10 • (making pairs of numbers that add (sum) to 5) • 10 = 9+1= 1+9 (adding 2 addends)

(change the order of numbers, doesn’t change the total (sum)

• 3+6+1 = 10; 4+4+2 = 10 (adding 3 addends) • 3+3+3+1 = 4+3+2+1 = 10 (adding 4 addends)

Strategy #2 - Ask your child to explain their solutions to math problems that they solved during class lessons or are working on for practice at home. As they explain their thinking, they are developing reasoning, proving, and communication. Sample - A cross country route is 8000 m. Ken ran 3 parts of the route (1750 m, 1975 m and 1250 m) and sprinted the last part. How far did Ken run? How far did Ken sprint? - added thousands, then hundreds then tens and ones - (1+1+1) thousands = 3 thousands - (7+9+2) hundreds=18 hundreds=1 thousand+8 hundreds - (5+7+5) tens = 17 tens=1 hundred+7 tens - total (sum) is (3+1)thousands + (8+1) hundreds + 7 tens + 5 ones = 3000+800+70+5 = 3875

Develop Your Child’s Confidence in Learning Mathematics – Be Positive About Mathematics! • Build a positive, growth mindset for learning math.

Everyone can learn math! • Talk about math as being both important and fun to

do. • Be positive about your own mathematical thinking.

Avoid saying, “I was never good at math or I don’t like math.” Instead, say “I want to learn more about math.” I don’t understand that math, so I’m going to find out more!”

• Encourage your child to be persistent in solving a problem, completing homework, asking questions.

• Acknowledge your child when he/she makes an effort, perseveres, asks question; share in the joy of solving a problem or understanding a mathematical idea or strategy.

Using Mathematics to Explain Their Observations at Home or in the Local Community • Discuss the ways that different family members use

mathematics in their daily life experiences (e.g., at work, in the kitchen, doing household chores)

• Do math problems with your child for fun. Use household objects, such as measuring cups and containers of various shapes an sizes

• Play games and do puzzles that involve math. They are using their logic and reasoning, possibly sorting and estimating.

• Include your child in everyday activities that involve math, such as counting our plates and utensils for a meal, estimating the number of steps it takes to walk to and from one room to another, making purchases.

Parent Engagement Site for Mathematics on TCDSB SharePoint Site Follow this path to thinkMATH@home at the Internet site, www.tcdsb.org. Get to the site using this path: Home > Programs And Services > School Programs K-12 > Numeracy > thinkMATH@home


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Documents

SOCIAL J MATH M MONTHLY - Toronto Catholic District … · • co-teaching and co-planning ... Whole Numbers, Decimals, Fractions ... • Lesson 1a - 5 minute (new learning goal)