Franklin Middle SchoolMath Parent Night Presented By Tracy Schwartz – Math Coach
Math Night: Agenda • Opening Activity: • 7thgrade Ratio & Proportional Reasoning • 8thgrade 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. • How much does his lunch cost with tip? • The total cost of his lunch and tip is 4% of his paycheck for the week. How much is Jacob’s paycheck? • 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, you can be certain that having a strong understanding of mathematics will open doors to a productive future.” Students who take algebra & geometry go on to college at much higher rates (83%) than those who do not (36%). Almost 90% of all new jobs require math skills beyond high school level.
Intent of the Common Core The same goals for all students. • Coherence Articulated 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 Content • Standards for Practice
Content Standards: • State what students should know and be able to doat each grade level. • Reflect both skills and understandings with equal importance.
NJCCCS CCSS % of Standards 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 • 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.
Franklin Township Public SchoolsMathematics Philosophy of Curriculum In 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 Math 8 Expressions and Equations Functions Geometry Supporting/Additional The Number System Statistics and probability • The Number System • Expressions & Equations • Ratio and Proportional Reasoning Supporting/Additional • Geometry • Statistics and Probability
Middle School Acceleration Math 7 Advance Algebra 1 Algebra 8th grade simultaneous equations – linear Functions (8th) Geometry Pythagorean Theorem • The Number System • Integer 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
GOAL OF MATHEMATICS PROGRAMS AT FMS Students will understand and use mathematics with confidence, developing conceptual understanding and procedural fluency. Classroom instruction provides 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. Students will expand their ability to problem solve, reason critically, construct and defend viable arguments and communicate their thought processes, developing conceptual understanding and procedural fluency.
What Families Can Do to Help! • Be Positive! • Link mathematics with daily life • Make math fun • Learn about math-related careers • Have high expectations • Support homework, don’t do it!
BE POSITIVE! • We all respond well to praise • “Congratulations!” • “Excellent!” • “You are working very hard!” • “That’s great!” • Make criticism constructive • DON”T: “You aren’t going to hand in that mess, are you?” • DO: “The teacher will understand your ideas better if you use your best handwriting.” Then follow up with praise when a neater version is completed.
How to help with Math in Daily Life • Point out real world mathematics • Relate to money • Estimation • Tax, tip, discount • Home projects • Kitchen • Reinforce the basics • Play games • Websites/ Apps
How to help with Math in Daily Life • Problem solving strategies • Have your child explain what they learned or are doing to you • Study buddies • Think-alouds • Visualize/put yourself in the situation • Share tricks you use
Encourage Children’s Development and Progress in School • Maintaining a warm and supportive home • Showing interest in children’s progress at school • Look over completed assignments • Check planner • Staying in touch with teachers and school staff • Email • Let teachers know of any changes at home • Get involved where you can • Discussing the value of a good education and possible career options
Expressing High but Realistic Expectations for Achievement • Setting goals and standards that are appropriate for children’s ages and maturity • Long and short-term • Revisit, evaluate and set new goals • Recognizing and encouraging special talents • Informing friends and family about successes • Share • Brag • Leads to more success
Essentials for Mathematics • Notebook • Journal • Pencils • Calculator
Monitor Assignments • Ask about the teachers’ homework policy • What kinds of assignments will be given? • How long are children expected to complete them? • How does the teacher want you to be involved? • Look over completed assignments • Check to see that all assignments are completed correctly
Math 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 Guidance • Figure out how your child learns best • Alone or with someone (homework buddy) • Visual: make charts, draw pictures • Auditory: discussed what is being learned • Kinesthetic: props, models, movement • Understand math from your child’s point of view. Remember Model Behavior!
Encourage Good Study Habits • Use & review notes from class • Study buddy • Make up songs • Acronyms • Practice tests
Does Your Child Have a Quiet Place to Study with Adequate Light? • Light, supplies close by • Work area: desk, kitchen table • Decorate a special area with art or plants • Remove distractions • Turn off TV, radio, iPod, no phone calls or texting • Family should partake in a quiet activity • Toddlers should be separated • Use the library if necessary
Help Your Child Get Organized • Calendar with assignments’ due dates • Planner use • Colored folders and notebooks • Check book bag often • Check locker if necessary
Math Assessment Dates for 2013-2014 • Beginning of Year: Sept. 17, 2013 • Marking Period I Benchmark: Oct. 18, 2013 • Marking Period 1 Quarterly: Nov. 15, 2013 • Marking Period 2 Benchmark: Dec. 20, 2013 • Midterm: Feb. 5, 2014 • Marking Period 3 Benchmark: Mar. 21, 2014 • Marking Period 3 Quarterly: Apr. 11, 2014 • Marking Period 4 Benchmark: May 22, 2014 • Final Exam: Jun. 13, 2014
Math Websites: • www.corestandards.org/Math/ • www.khanacademy.org • www.state.nj.us/education/ • www.nctm.org • www.themathpage.com • www.learnzillion.com • Math Supervisor: Mrs. Nubeja Allen • email@example.com