Helping Your Child Understand Mathematics



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Helping Your Child Understand Mathematics

  • Price Math Morning
  • Presented by Melissa Canham & Glenda Martinez
  • Math Teacher Specialists
  • mcanham@dusd.net and gmartinez@dusd.net

Ayudando a su Hijo/Hija entender la matemática

  • Mañana de Matemáticas
  • de Escuela Price
  • Presentado por Melissa Canham y Glenda Martinez
  • Maestras Especialistas de Matemáticas
  • mcanham@dusd.net & gmartinez@dusd.net

The Evolution of Math Education

  • Problem Solving
  • Computational & Procedural Skills
  • “DOING”
  • MATH
  • Conceptual Understanding
  • “WHERE” THE
  • MATHEMATICS
  • WORKS
  • “WHY” THE MATHEMATICS
  • WORKS
  • Solución de problemas
  • Habilidades de procedimiento y computación
  • “HACIENDO”
  • MATEMÁTICAS
  • Comprensión conceptual
  • “DONDE” LAS MATEMÁTICAS TRABAJAN
  • “CÓMO” LAS MATEMÁTICAS TRABAJAN
  • “POR QUÉ” LAS MATEMÁTICAS TRABAJAN
  • La Evolución de la Educación Matemática

Why Does My Child’s Math Look Different?

  • Past Practice – Focus on Memorization
  • Today – Focus on Understanding
    • Emphasis is placed on thinking and understanding.
    • Students now need to be active learners and explain their thinking.
    • Students are now asked to apply the math, not to just repeat it.
  • Why Does My Child’s Math Look Different?

Why Does My Child’s Math Look Different?

  • Práctica anterior – Se enfocaba en Memorizar
  • Ahora – El enfoque es Entender
    • Énfasis se pone en el pensamiento y la comprensión.
    • Alumnos ahora necesitan ser aprendiz activos y explicar sus razonamientos.
    • Se les pide a los estudiantes ahora que apliquen la matemática, y no solamente la repitan
  • ¿Porque Las Matemáticas de Mi Hijo/Hija son diferentes?

The Standards for Mathematical Practice

  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision
  • Look for and make use of structure
  • Look for and express regularity in repeated reasoning.

Criterios de la Práctica Matemática

  • Haga que los problemas tengan sentido y persevere resolviéndolos.
  • Razone de manera abstracta y cuantitativa.
  • Construya argumentos posibles y critique el razonamiento de otros.
  • Haga modelos con matemáticas.
  • Use técnicas o instrumentos apropiados estratégicamente.
  • Sea preciso.
  • Busque y use estructura.
  • Busque y exprese regularidad en el razonamiento repetido.

New Student Expectations

  • ELA, Social Studies, and Tech Subjects
  • Demonstrate independence.
  • Build strong content knowledge.
  • Respond to the varying demands of audience, task, purpose, and discipline.
  • Comprehend as well as critique.
  • Value evidence.
  • Use technology and digital media strategically and capably.
  • Understand other perspectives and cultures.
  • Science
  • Ask questions (for science) and defining problems (for engineering).
  • Develop and use models.
  • Plan and carry out investigations.
  • Analyze and interpret data.
  • Use mathematics and computational thinking.
  • Construct explanations (for science) and design solutions (for engineering).
  • Engage in argument from evidence.
  • Obtain, evaluate, and communicate information.
  • Mathematics
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.
  • M1. Make sense of problems
  • & persevere in solving them.
  • M2. Reason abstractly & quantitatively.
  • Adapted from work of Tina Cheuk, Stanford University
  • M7. Look for & make use of structure.
  • M8. Look for & express
  • regularity in repeated
  • reasoning.
  • MATH
  • S2. Develop and use models.
  • S5. Use mathematics &
  • computational thinking.
  • M4. Model with mathematics.
  • M6. Attend to precision.
  • SCIENCE
  • ELA
  • S1. Ask questions & define
  • Problems.
  • S3. Plan & carry out
  • Investigations.
  • S4. Analyze & interpret data.
  • S6. Construct explanations &
  • design solutions.
  • S8. Obtain,
  • evaluate &
  • communicate
  • Information.
  • E2. Build a strong base of knowledge through content rich texts.
  • E5. Read, write, and speak grounded in evidence.
  • M3 and E4. Construct viable
  • arguments & critique reasoning of others.
  • S7. Engage in argument from evidence.
  • E6. Use technology
  • & digital media
  • strategically & capably
  • M5. Use appropriate
  • tools strategically
  • E1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  • E7. Come to understand other perspectives & cultures through reading, listening, and collaborations.
  • E3. Obtain, synthesize,
  • and report findings
  • clearly and effectively
  • in response to task
  • and purpose.
  • Sources: CCSS ELA student portraits, NGSS practices, CCSS mathematics practice

Allows students to bring their own meaning into the problem.

  • Allows students to bring their own meaning into the problem.
  • Helps students develop strategies that make sense to them
  • Why Problem Solving?

Why Does My Child’s Math Look Different?

  • Permite que los estudiantes apliquen lo que comprenden del problema.
  • Les ayuda a desarrollar diferentes estrategias que tengan sentido para ellos mismos.
  • ¿ Por que Problemas de Palabras?

How Can Parents Help?

  • Unpack Word Problems
    • Help your child understand the context
      • Visualize what is happening in the story
      • Help them put themselves in it
    • If your child can see the problem, they then will be better prepared to make sense of the problem on their own.
      • Helps them come up with their own strategies to solve the problem, something kids usually struggle with

¿Cómo pueden ayudar los padres?

  • Desempaquete los problemas de palabras
    • Ayude a su hijo a comprender el contexto
      • Visualizar lo que está sucediendo en la historia
      • Ayudarles a ser parte de la historia
    • Si su hijo/hija puede ver el problema, ellos entonces estarán mejor preparados para dar sentido al problema por su cuenta.
      • Les ayuda a llegar hasta con sus propias estrategias para resolver el problema, esto es algo con lo que los alumnos luchan

Let’s Try Unpacking a Problem

  • Our class has 7 boxes of doughnuts. There are 10 doughnuts in each box. We also have 3 extra doughnuts. How many doughnuts do we have all together?

Intentemos resolver un problema

  • Nuestra clase tiene 7 cajas de donas. Cada caja tiene 10 donas. Tambien tenemos 3 donas adicionales. ¿Cuantas donas tenemos en total?

Sofia’s Strategy:

  • Sofia’s Strategy:
  • “The answer is in the number choices. For (3,1), it is 31 because you have 3 tens and 1 one. For (7, 3) it is 73. For (12, 4) the answer is 124 because you have 12 tens and 4 ones.”

Listen to your child’s thinking and ask questions.

  • Listen to your child’s thinking and ask questions.
      • Why do you think that?
      • Can you explain how you got that?
      • How do you know?
      • Does your answer make sense?
      • Can you solve it a different way?
  • How Can Parents Help?

Escuche los pensamiento de su hijo/hija y haga preguntas.

  • Escuche los pensamiento de su hijo/hija y haga preguntas.
      • ¿Por qué crees eso?
      • ¿Puedes explicar cómo llegaste a eso?
      • ¿Cómo sabes?
      • ¿Tu respuesta tiene sentido?
      • ¿Puedes resolverlo de una forma diferente?
  • ¿Cómo pueden ayudar los padres?

How Can Parents Help?

  • Practice/reinforce at home
    • Try not to tell you child a strategy, it will come with understanding and practice.
    • Ask your child word problems as they come up in every day life.
    • Play games with your child.
    • Where’s the Math?
    • Always ask ‘WHY?’!

¿Cómo pueden ayudar los padres?

  • Practicar y reforzar en casa
    • Intente a no decirle a su hijo/hija una estrategia, eso vendrá con la comprensión y la practica.
    • Haga preguntas de problemas de palabras cuando se presente la oportunidad cada día cotidiano.
    • Jugar con su hijo/hija.
    • ¿Donde esta la matemática?
    • Siempre pregunte “¿POR QUE?”!

4. Be Positive About Math!

  • 4. Be Positive About Math!
    • Maybe you were not good at math, but your kid does not have to know that. Have a good attitude and they will too.
    • Show the importance of learning math by helping your child connect math with daily life.
      • Point out your own activities that involve mathematics
  • How Can Parents Help?

4. Se Positivo Acerca de Matemáticas!

  • 4. Se Positivo Acerca de Matemáticas!
    • Quizá usted no fue bueno en matemáticas, pero su hijo/a no tiene por que saberlo. Ten una buena actitud y ellos también la tendrán.
    • Demuestre la importancia de aprender matemáticas ayudando a su hijo/a conectarlo con la vida diaria.
      • Señale sus propias actividades que involucran a las matemáticas
  • ¿Cómo pueden ayudar los padres?

Today’s Visit

  • Transitional Kindergarten
    • Activities developing number sense.
  • Kindergarten
    • Ben had 10 yellow m&m's, 10 blue m&m's, and 10 red m&m's. How many m&m's does Ben have? Draw a picture to represent your thinking.
  • 1st and 2nd Grade
    • (2, 10) (8, 10) (12, 10) (2, 20) (12, 5)
    • Marco bought ____ bags of candy to give out to friends. Each bag has ____ pieces of candy in it. How many pieces of candy does Marco have to give out to his friends?

Visita de hoy

  • Kindergarten Transicional
    • Actividades para desarrollar sentido numérico.
  • Kindergarten
    • Ben tiene 10 m&m's amarillas, 10 m&m's azules, y 10 m&m's rojas. ¿Cuantos m&m's tiiene Ben? Haz un dibujo que represente tus pensamientos.
  • 1st and 2nd Grade
    • (2, 10) (8, 10) (12, 10) (2, 20) (12, 5)
    • Marco compró ____ bolsas de caramelos para regalarle a sus amigos. Cada bolsa tiene____ caramelos. ¿Cuántos caramelos tiene Marco para regalarle a sus amigos?

Today’s Visit

  • 3rd Grade
    • Melanie is having a picnic for her family. She has 42 cookies. There are 7 people in her family. If each person gets the same number of cookies, how many cookies will each person get?
  • 4th Grade
  • Landon emptied his piggy bank and found 5 quarters, 9 dimes,
  • 3 nickels, and 17 pennies.
  • How much money did Landon find in his piggy bank?
  • Landon used some of the money he found in his piggy bank to
  • buy an ice cream cone. If the ice cream cone costs $0.78, how
  • much money does Landon have left?
  • 5th Grade
    • I am planning an art project for my niece’s birthday party. Each child will need 1/4  of a package of clay to do the project. If there will be 14 kids at the party, how many packages of clay do I need?

Visita de hoy

  • 3er Grado
    • Melanie esta planeando un picnic para su familia. Tiene 42 galletas. Hay 7 personas en su familia. Si cada persona obtiene la misma cantidad de gallets, cuántas galletas tendrá cada persona?
  • 4o Grado
  • Landon tiene 5 quarters, 9 dimes, 3 nickels, y 17 pennies en su
  • alcancilla. Cuanto dinero tiene Landon en su alcancilla?
  • Landon uso parte de su dinero para comprar un helado. Si el
  • helado cuesta $0.78, cuánto dinero le sobra?
  • 5o Grado
    • Estoy planeando un projecto de arte para el cumpleaños de mi sobrina. Cada niño necesita 1/4  de un paquete de barro para el proyecto. Si 14 niños atienden la fiesta, cuántos paquetes de barro tendré que comprar?

Classroom Task

  • Write down 3 ways that your child’s math experience is different than how you experienced math.

Su tarea en la clase

  • Escriba 3 maneras en que su hijo de las matemáticas experiencia es diferente a la que experimentaron las matemáticas.

Comments, Questions, Concerns?

  • Presented by Melissa Canham & Glenda Martinez
  • Math Teacher Specialists

Comentarios, Preguntas, Preocupaciones?

  • Presentado por Melissa Canham y Glenda Martinez
  • Maestras Especialistas de Matemáticas


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