3. California Mathematics Council

4. The First Rule of introducing the Common Core to parents: Do MATH with them!

5. California Mathematics Council Teach them a math game for all ages: the Counting Game The rules: Two people take turns counting aloud. The first person starts at 1 and the game is over when the counting reaches 20. Each player counts aloud by saying one, two, or three numbers in order from where the other player stopped counting. Whoever says the number 20, by itself or in a group of numbers, is the winner.

6. California Mathematics Council Fail to involve parents and communities in the Core Standards and we may find we are reliving the past...

7. California Mathematics Council Remember WHOLE LANGUAGE? Remember CLAS? Remember NEW MATH? First, a little HISTORY:

8. California Mathematics Council What killed NEW MATH?

9. California Mathematics Council What killed NEW MATH? Tom Lehrer

10. California Mathematics Council The NEW MATH SONG New Math Song—Annimated

11. California Mathematics Council Where do we begin to built support for the Core Mathematics Standards? TEACHERS ADMINISTRATORS PARENTS

12. California Mathematics Council BASIC ASSUMPTIONS IN WORKING WITH PARENTS: Parents are concerned, first and foremost, with their own child‘s education – not necessarily all Children

13. California Mathematics Council BASIC ASSUMPTIONS IN WORKING WITH PARENTS: Parents only have their own personal experience as a reference to compare with their child’s!

14. California Mathematics Council BASIC ASSUMPTIONS IN WORKING WITH PARENTS: Parents trust their own child’s teacher more than any other educator

15. California Mathematics Council BASIC ASSUMPTIONS IN WORKING WITH PARENTS: Parents are sensitive, caring, intelligent people who want information about what you‘re doing with their children. They want to understand!

16. California Mathematics Council WHERE TO BEGIN? Early Learning, Math at Home

17. California Mathematics Council Early Learning, MATH AT HOME

18. California Mathematics Council Early Math Learning, WEB SITE earlymathlearning.com/

19. California Mathematics Council And in the works…

20. California Mathematics Council And throughout K–12 Math-at-Home-English.pdf

21. California Mathematics Council MATH AT HOME

22. California Mathematics Council …And in SPANISH Math-at-Home-Spanish.pdf

23. California Mathematics Council Some Math from MATH AT HOME A rancher has 48 meters of fencing to build a corral for her cows. Since her property is bordered by a river, what is the biggest rectangular area she can fence if she uses the river as one side of the corral?

24. California Mathematics Council CORE STANDARDS for Mathematical Practices: 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.

25. California Mathematics Council 1.Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. …but what do the Standards for Mathematical Practices mean?

26. California Mathematics Council THE TASK… In partners, translate the first Standard for Mathematical Practice into jargon-free prose that you think would be successful in helping parents understand the power of this mathematical practice.

27. California Mathematics Council Good math students know that before they can begin solving a problem, they must first thoroughly understand the problem and understand which strategies might work best in finding a solution. They not only consider all the facts given in the problem, they form an idea of the solution—perhaps an estimation or approximation—and make a plan rather than simply jumping in without much thought. They first consider similar and related problems to gain insights. Older students might use algebraic equations or technology. Younger students might use concrete objects, drawings, or diagrams to help them “see” the problem. Good math students check their progress along the way, change course if necessary, and continually ask themselves, “Does this make sense?” Even after finding a solution, good math students try hard to understand how other students solved the same problem in different ways. MY BEST ATTEMPT:

28. California Mathematics Council Find much more at the CMC WEB SITE cmc-math.org

29. California Mathematics Council In your work with families, turn to the CMC FOR FAMILIES web pages!

30. California Mathematics Council FOR FAMILIES Articles of Interest

31. California Mathematics Council Teaching Children to Do Mental Math Part 1 & 2 The Value of Abstract Strategy Games for the Whole Family The Art of Guessing: Estimation Part 1 & 2 The Common Core Standards for Mathematical Practices Translated for Spanish-Speaking Families The Benefits of Volunteering in Your Child's Class California Adopts New Common Core Standards Educational Acronyms, Program Names, and Definitions Every Parent Should Know Basic Education Terms Every Parent Should Know

32. California Mathematics Council Useful Advice for Parent/Teacher Conferences The Mathematics Students Study in California Schools What Parents Should Know About High School Math Frequently Asked Questions About K-6 Math Programs Helping at Home with Homework Mathematics Learning Resources for Parents Testing in California Public Schools, Part 1 & 2 The California Mathematics Textbook Adoption Process Why Teach Problem Solving? Part 1 & 2 Ten Good Problems to Solve with Your Family

33. California Mathematics Council FOR FAMILIES Activities to Do at Home

34. California Mathematics Council Counting and Young Children Surveys and Graphs THE WEIRD NUMBER: Fractions Made Interesting POWERS OF TEN: Seeing BIG and TINY Numbers SCRATCH: Computer Programming for Kids Ten for Dinner: Number Activities Sneaker Math Exploring Polygons Place Value Activities for K-3 Children Lucky Clover Probability for K-3 Children SUM UP Adding Games for K-3 Children

35. California Mathematics Council FOR FAMILIES How to host a Family Math Night at Your School!

36. California Mathematics Council Host a Family Math Event At Your School Part 1 How to Organize a Family Math Event Part 2 What to Do at Your Family Math Event Part 3 Choosing the Right Activities to Do with Parents How to Get Parents and Families to Turn Out! Sending Home Math for Families to Do Together Choose the Right Math Tool: A Parent Activity

37. California Mathematics Council Go forth and work with parents!

38. California Mathematics Council Any questions?

39. California Mathematics Council