supporting your child in learning math · •brain research shows that when you are anxious, it is...
TRANSCRIPT
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Supportingyourchildinlearningmath
Marian Small
September,2017
Tonight I will talk about
• Howtheteachingofmathhasandhasnotchanged• Thingsyoucandotosupportyourchildʼsmathlearning
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Howdoyourememberlearningmath?
• Doyouhavegoodmemorieswhenyourememberlearningmathorlesshappyones?
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Whatmathskillsareimportantin2017andbeyond?
• Theworldhaschanged.• Wenowhaveeasyaccesstotoolsthatcandocalculations.• Whatweneedarepeoplewhoknowwhatcalculationstodoandpeoplewhocansolveproblems- bothgeometriconesandnumberones.
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Forexample…
• Imightwantayoungchildtofigureouthowmanycookiestomaketoshareeasilyamong4peoplecomparedtohowmanyfor5people.
• ThatmeansIneedmorethanbeingabletocompute15÷ 5or12÷ 4oncommand.
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There are 5 strands in K – 8
• Number• Geometry• Measurement• Patternsandalgebra• DataandProbability
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Most of you…
• are likely to be most concerned about number, so I will start there.
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Working with numbers
• Thewayweapproachthelearningofcomputationhaschangedinsomeways,butnototherways.
• Wewilldiscussboththehowandthewhy.
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Little number work
• Factsarethingslike4+8=12or7x4=28or12– 3=9or40÷ 5=8.
• Theyinvolvesmallnumbers.• Factsremainimportantbecausetheyarefundamentalbothtoestimationandanyothercalculations.
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We used to believe…
• Thebestwaytolearnfactsistositdownandmemorizethembysayingthemoverandover.
• Andthatbeingsuperfastwiththemisreallyimportant.
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Now we realize…
• thatachildisbetteroffifheorshehastoolstorecallsomethingheorshemayhavememorizedbutmayforget.
• Wecallthesestrategies.
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Forexample…
• Wheneveryouaddsomethingto9,whydon’tyou,instead,add1lessto10.
• e.g.9+8=10+7
• Later299+215=300+214.
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There is now research that shows…
• Thateventhoughsomekidsmemorizewell..• forkidswhoareanxiousaboutmathorgetnervoushavingtobequick,oldstrategiesdoomthemtofailure.
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There is now research that shows…
• Brainresearchshowsthatwhenyouareanxious,itisshorttermmemorythatisimpactedandthatiswherefactsarestored.(SianBellock)
• Weneedtoapproachfactlearningindifferentwaysfordifferentkids.
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So we teach principles and strategies
• Forexample,since8combinedwith5isthesameas5combinedwith8,weonlyhavetolearnhalftheadditionfacts.
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So we teach principles and strategies
• Forexample,since8combinedwith5isthesame8+2+3,itʼsreally10+3
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O O O O O
O O O X X
X X X
So we teach principles and strategies
• Forsomereason,welearndoublesquickly,sokidscanrelate3+4to(3+3)+1or(4+4)– 1.
• Or7+8to(7+7)+1or(8+8)– 1.
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So we teach principles and strategies
�Forexample,since4groupsof5canbeseenas5groupsof4,weonlyneedtomemorizehalfthemultiplicationfacts.
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So we teach principles and strategies
• Forexample,since4groupsof7canbeviewedas4groupsof5with4groupsof2,weknowthe7xtableifwecanlearnthe5xand2xtables.
o o o o o x xo o o o o x xo o o o o x xo o o o o x x
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Many of these principles can be..
• Seenonadditionandmultiplicationtables• visualizedusingmanipulatives
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Math tools
• 10-frames
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It’s easy to see why 9 + 9 = 10 + 8 (18).Just move one counter up.
InGrade7,
• Instead of learning a rule that to figure out 8 – (–3), you just add 8 and 3 because I told you to….
• Kids learn that 8 – (–3) is actually asking how many steps and in what direction you move if a temperature of –3 changes to a temperature of +8.
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8– (–3)
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–3 –2 –1 0 1 2 3 4 5 6 7 8
+11
Orinsteadoflearning
• The reason that ½ ÷ 1/5 = 5/2 is not because of a “flip and multiply” rule, but because when you try to fit 1/5 into ½, it fits 2 ½ (5/2) times.
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Accessing virtual manipulatives
• There are tools for materials your children use in class freely available on line.
• Many are also available as apps.
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Pattern Blocks
• http://oame.on.ca/CLIPS/swfPlayer.html?swfURL=tools/ubPatternBlocksToolCreator.swf
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Pattern Blocks
• APP: Pattern shapes
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Rekenrek
• http://oame.on.ca/CLIPS/swfPlayer.html?swfURL=tools/Rekenrek1.swf
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App
• NumberRack
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Hundreds chart
• http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
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App
• InteractiveHundredchart
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Base ten blocks• https://www-
k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/basetenblocks.html
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App
• Basetenblocksmath
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Relationalrods
• http://oame.on.ca/CLIPS/swfPlayer.html?swfURL=tools/ubRelationalRodsCreator.swf
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App
• Numberrods
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Fractionbars
• http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
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OrApp:FractionTiles
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Colourchipsforintegers
• http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
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Or
App:InteractiveIntegers
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Geometric shapes
• http://illuminations.nctm.org/Activity.aspx?id=3521
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What about computing with 2-digit or larger numbers• Thereisincreasinglymorefocusonestimationandmorefocusoncalculationusingstrategies,oftenmentally
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Adding on a 100 chart
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44 + 32
Subtracting on a 100 chart
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65 - 19
Alternative strategies that might seem new
• Howwouldyoucalculate342– 121?• Wouldyoudo200– 2thesameway?
• ChildrenarelearningdifferentstrategiessincedifferentonesaremoreefficientormoremeaningfulindifferentsituationsAND
• Differentonesmakemoresensetodifferentkids.
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For example
• Itisreasonableandcorrecttoaddlikethis:38
+4770
+1585
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For example
• Itisreasonableandcorrecttoaddlikethis:38+47
=38+50– 3=88– 3=85
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Or subtract like this...
• 100=99+1- 79- 79
20+1=21
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Orinintermediate
• How can you figure out 2/3 + 1/5?
• One way is to do what you learned about renaming this as 10/15 + 3/15 to get 13/15.
• But there are other ways
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Maybe
• You use a grid to show 2/3.
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Then
• Add1/5
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Thenrearrange
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Attention to estimation
• Intheworldtowardwhichwearemoving,technologywillberegularlyusedtocalculate,butwestillneedtoestimatetoseeifthoseanswersmakesense.
• Estimationmayactuallybemoreimportantthancalculation.
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Teaching through problem solving
• We show kids we have faith that they can figure things out.
• What happens is that as we solve a problem, we clarify a lot of ideas.
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I might ask…
• I bought something and gave the clerk $20.
• She gave me back one bill and 4 coins.
• How much might the item have cost?
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Imightask
• The volume of a cylinder is 100 cm3.
• What could the dimensions be?
• (It could be taller and narrower or shorter and wider or…)
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Youmightbewondering
• Is it good for kids to work together in math or should I worry about that?
• It is important for you to realize that most people learn better with an opportunity to talk to others, so itʼs good.
• There will always still be opportunities for individual accountability.
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Sometimes
• We might offer two tasks for students to choose from.
• The tasks will be similar in nature, although one might be slightly less complicated than the other.
• This allows students to build success but still learn about the “more complicated” problem as both are discussed together.
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Whatwillcomehome?
• Inthissortofenvironment,whatyouwillseecominghomeorshowingyouhowyourkidsaredoingwillbedifferent.
• Itmightbephotosofworkwithmanipulatives,recordingsoftheirsolutions,notworksheets.
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What can you do?
• Ourbigquestionasparentsiswhatwecandotohelpourchild.
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Number Play
Lots of children respond well to “magic”.For example:
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Number Play
} Choose a number.} Add it to itself.} Add 5 } Add 6.} Subtract 1} Divide by 2
Tell me your answer and I will tell you your number.
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How many….?
• Spoonsinthedrawer?• Stepstogetdownstairs?• Treesonthestreet?• Sectionsinanorange?• Windowsinthehouse?
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Interesting Questions
• Howlongislonghair?
• Howlongwouldittaketocountto100?
• Howfarcouldyougoin100steps?
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Support involves…
• Notshowing,butprobing.• Askingwhythisorwhythat…• Buildingconnections
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Youmight
• Encouragekidsto“teachyou”whattheylearnedorexplaintheirthinkingtoyou.
• Notworryaboutyourkidʼs“rank” butmoreabouttheirownsuccesswiththemaththeyarelearning
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Games
• Youcouldplaygameswhereyoumakeuptherulesoruseexistinggamestopractiseskills.
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Games to Play
• 2players• Eachrollstwodice.Thescoreisthesum.• Thefirstplayertogetto100wins.
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Games to Play
• 2players• Eachrollstwodice.Thescoreis2xonevalue+theother.• Thefirstplayertogetto100wins.
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Board games
like Equate
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Box cars and one eyed jacks
• http://www.boxcarsandoneeyedjacks.com/
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You could solve interesting problems
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How much is your name worth?
A B C D E F G H I1 2 3 4 5 6 7 8 9
J K L M N O P Q R10 11 12 13 14 15 16 17 18
S T U V W X Y Z19 20 21 22 23 24 25 26
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What words are worth 40 – 50?
A B C D E F G H I1 2 3 4 5 6 7 8 9
J K L M N O P Q R10 11 12 13 14 15 16 17 18
S T U V W X Y Z19 20 21 22 23 24 25 26
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Figure this
• http://www.figurethis.org
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Figure this
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Useful web sites
• http://www.dreambox.com/parent-resources
• http://www.cbc.ca/news/health/back-to-school-2015-parents-math-anxiety-can-pass-to-kids-psychologists-say-1.3207956
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Useful web sites
• https://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideNumEn.pdf
•http://www.ocdsb.ca/med/pub/OCDSB_Publications/Numeracy%20Parent%20Guide.pdf
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What is success?
• Notjustamark• Enjoyingthemath• Makingsenseoftheworldusingmath• Buildingconnections
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You need to…
• Encouragekidsto“teachyou”whattheylearnedorexplaintheirthinkingtoyou.
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You need to…
• Showthatyouenjoymathtoo.• Showconfidence- believethattheycanifyougivethemthetim.• Emphasizegoodthinking,notspeed.• Emphasizethegoodthinking,notthemistakes.
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