Math Is Everywhere!

Stephanie FurmanDPS Mathematics Program Coordinator

Our Goal:

To assure that students develop high levels of math literacy, including a deep understanding of and appreciation for mathematics as a tool for thinking about and understanding the world.

Mathematicians

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.

CCSS Standards for Mathematical Practice

How do children begin to learn math?

Subitizing -- When you see a group of objects (up to 6/7) you know the count without touching each object one by one.

When you see up to 7 items – ask your child how many?

◦ People in your car◦ Coins in your hand◦ Jelly Beans ◦ Play dice games ◦ Playing Cards

Opportunities to Subitize

• Conservation -- five counters, no matter how arranged, still retains the same numerical quantity

• Compensation –- 2+3 =1 + 4

• Counting on, trusting the count

• Composing and decomposing of numbers -- a set of 5 objects can be separated into a set of two objects and a set of three objects, etc.

• Compare numbers -- five is more than four

• Cardinality - -The associated oral name for a set of five things - five

• Unitizing - - concept of place value

Subitizing is a fundamental skill in the development of number sense, andsupporting the development of:

Math Rack

“MathRacks support children to move away from counting by ones, towards the use of strategies like doubles, addition, subtraction and making tens---a great way to help automatize the basic facts!”

Catherine Fosnot is a Professor of Education at the College of New York and Past Director of ‘Mathematics in the City’. She has received many awards for her excellence in teaching and is author of Young Mathematicians at Work and Contexts for Learning Mathematics

9 + 7

+1 -1

10 + 6 = 16

Making 10s

Making Jumps of Ten

63 + 10 43 + 20

Jumps of TEN: Because ten is a super easy number to work with!

63 10

43 53 10

10

Working with a structure of 5

6 + 7

(5+1) + (5+2) = 10 + 3 =

8 + 6

(5+3) + (5+1) = 10 + 4=

98 + 37 = ?

Whoa! This is tricky!

Try this…

98 + 37 = ? +2 -2

100 + 35 = 135

Friendly Numbers

Beginning multiplication

Open Array

All of these activities…..

Help Build Number Sense

Look for natural opportunities when you use math in your day…

What can Parents do?

Count coins, add up value, Tip, Change, Sale Price, Best Buy

Money

How to tell time

Figure out elapsed time - GPS

Miles per hour

Use a stop watch for racing – graph improvement

Time

Double or half the recipe Great for fractions!

Cooking/Baking

http://www.darienps.org/mathmadness/

Math rackOkta’s RescueConcentrationKakooma

Websites/Apps

Look for books with math themes

Books

Go for the Gold Watch Those Stocks Get Out of Town Race for the Pennant And the Winner Is… Track Weather Patterns Chart Summer Blockbusters

Other ideas…

“Remember that we all climb the hills differently. We take different paths, different steps, and different journeys. We each reach landmarks in different ways and at different times. If we push or pull children up the hill and make them practice our steps, our ways, or, worse yet, drop them by helicopter at points of the journey without the climb of getting there, we may get them up the mountain - but they won’t own it. They may reach the vista, but they won’t feel empowered by the climb. They won’t take on the next hill in the journey. And most important, they won’t have learned how to climb, how to mathematize their own lived worlds. If, however, we support their steps, work with them as young mathematicians, the climbs and the vistas and the joys of the journey will be theirs forever” C. Fosnot 

"The essence of mathematics is not to make simple things complicated, but to make complicated things simple."

— S. Gudder