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Welcome to Module 8 Home Connections

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Getting Started Read the Grade 1 learning activity (“The Big Scoop”) on pp of the Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3, Number Sense and Numeration.

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**Getting Started Consider the following situation: **

A parent observes the “Working on It” portion of the lesson and approaches you with the following comment: “Why are you teaching the children how to guess? That has nothing to do with math.” Discuss with your elbow partner how you might respond to this concern.

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Getting Started In your table group, use a place-mat strategy to identify common concerns and questions parents have about their children’s mathematics program. Record common areas of concern in the middle section of the place mat.

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Key Messages As the changing vision of mathematics education continues to have an impact on the way mathematics is taught and assessed, the need for teachers to share this vision becomes increasingly important.

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Key Messages Effective communication with parents needs to be friendly, informative, ongoing, and consistent.

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Key Messages Teachers can use various methods to establish and maintain open and productive communication between home and school. These methods include newsletters, websites, and parent-teacher conferences.

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Key Messages Classroom teachers model positive attitudes towards math by promoting family awareness of mathematics, especially by encouraging families to engage in rich mathematical activities at home.

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Key Messages A take-home math program allows the teacher to set up a series of learning experiences that will supplement or enhance the daily classroom program.

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Key Messages The most important thing to consider when assigning mathematics homework is the fostering of a love of mathematics through engaging, positive activity.

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**Parent-Teacher Math Connections**

Newsletters, Websites, and Parent-Teacher Conferences

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**Parent-Teacher Math Connections**

Teachers have the important responsibility of keeping parents informed about current mathematical practices and what they look like in their child’s classroom. Challenges arise when parents hold a traditional view of mathematics that focuses on arithmetic proficiency rather than mathematical understanding.

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**Parent-Teacher Math Connections**

Teachers may use various methods to establish and maintain open and productive communication between the home and school. Among the most effective are newsletters, school or classroom websites, and parent-teacher conferences.

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**Parent-Teacher Math Connections**

Form groups of six. Find a partner in your group. You and your partner will study one of the following topics: Newsletters (pp. 9.6 – 9.7) Websites (pp. 9.7 – 9.8) Parent-Teacher Conferences (pp. 9.8 – 9.9)

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**Parent-Teacher Math Connections**

Read the material on your topic, including the samples in the appendices. Record on BLM 8.1 some advantages and disadvantages of the parent-teacher connection you are studying.

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**Parent-Teacher Math Connections**

Share... your ideas with your group. Record ideas on BLM 8.1.

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**Parent-Teacher-Student Math Connections:**

Working on It Parent-Teacher-Student Math Connections: Daily Experiences at Home / Take-Home Math

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**Parent-Teacher-Student Math Connections**

Classroom teachers model positive attitudes towards math by promoting family awareness of mathematics, especially by encouraging families to engage in rich mathematical activities at home.

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**Parent-Teacher-Student Math Connections**

“Children’s and parents’ understanding in mathematics improves when they are able to make connections between school mathematics and real world mathematics.” — Adams, Waters, Chapple, & Onslow, Esso Family Math, University of Western Ontario, Esso Family Math Centre, Faculty of Education, 2002, p. ii

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**Parent-Teacher-Student Math Connections**

Divide your group of six into two triads. Decide which triad will be Triad 1 and which will be Triad 2. We’re Triad 2! We’re Triad 1!

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**Parent-Teacher-Student Math Connections**

Triad One Explore Mathematics and the Child’s Daily Experiences (pp. 9.9 – 9.12). Choose a grade level and a big idea from the Number Sense and Numeration guide. Design two or three home activities related to this big idea, using the lists on pp. 9.9 – 9.12 as reference. Prepare a draft of a Home Connections page that explains the activities to parents.

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**Parent-Teacher-Student Math Connections**

Triad Two Explore Take-Home Math Programs (pp –9.14). Discuss the elements and organization that make a take-home math program effective. Choose a grade level and big idea from the Number Sense and Numeration guide. Design a take-home activity following the example in Appendix 9-9 (p. 9.35).

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**Parent-Teacher-Student Math Connections**

Triad 2 groups move to a new table. Then… Share... Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site. ideas with your new groups.

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**Parent-Teacher-Student Math Connections: Homework**

Working on It Parent-Teacher-Student Math Connections: Homework

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**Parent-Teacher-Student Math Connections**

Form two concentric circles, one circle of people inside the other, with the inside circle facing the outside circle. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Describe to your partner how you felt about the math homework you received in school. Explain why you think you felt that way. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

The outside circle now moves three people along, counter-clockwise. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

How can we make math homework into something parents and students look forward to and appreciate? Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

“Children and families have different needs, so one size does not fit all. Working out a useful and well-received homework program is tricky but ultimately worthwhile.” - Litton, Getting Your Math Message Out to Parents, Math Solutions Publications,1998, p. 91 Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

The most important thing to consider when assigning mathematics homework to students is the fostering of a love of mathematics through engaging, positive activity. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Divide into five groups. 2 1 Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site. 3 5 4

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**Parent-Teacher-Student Math Connections**

Group 1 Topic: The Purpose of Mathematics Homework (pp – 9.16) Describe the different purposes of homework. Provide an example of a homework activity for each purpose. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Group 2 Topic: Parent Involvement With Math Homework (pp – 9.17) Design a “Homework Guidelines for Parents” information sheet that would help parents become involved in their children’s homework. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Group 3 Topic: Appropriate Math Homework for Children (pp – 9.18) Create a graphic organizer that presents the strengths and weaknesses of using games and worksheets/ workbooks as math homework. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Group 4 Topic: Mathematics and Literature (pp – 9.19) Make a list of the five most important reasons for using literature in the mathematics program. Find a storybook that is related to a big idea in mathematics. Describe how parents and teachers could use the story to develop children’s understanding of a math concept. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Group 5 Topic: Mathematics for ESL Parents and Students Design a poster on chart paper that highlights ways in which teachers can support ESL parents and students in the mathematics program. Suggestion: groups may want to record their work electronically after the session and bring back copies or share them through or on a board web site.

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**Parent-Teacher-Student Math Connections**

Share... your work with the large group. Record ideas on BLM 8.2.

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Working on It Math Nights

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Math Nights “Giving parents a personal glimpse into your program will build their understanding of the math instruction you’re offering their child. And building their understanding is the best way to build their confidence.” - Burns & Silvey, So You Have to Teach Math? Sound Advice for K-6 Teachers, Math Solutions Publications, 2000, p. 93

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Math Nights Read “Math Curriculum Nights” and “Family Math Nights” (pp. 9.20–9.24). In your table group, create a Venn diagram to show the similarities and differences between a curriculum night and a family math night. Be ready to share your ideas with the whole group.

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Math Nights Individually or in small groups, begin to plan either a math curriculum night or a family math night for your school. Find ideas in the appendices of Chapter 9, and in the Guide to Effective Instruction in Mathematics, Kindergarten to Grade 3, Number Sense and Numeration.

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**Reflecting and Connecting**

Consider the variety of ways in which to make home connections (e.g., a newsletter, website, parent-teacher conference, take-home program, family math night). Develop an implementation plan for a new home connection in your program. Be prepared to talk about your plan with colleagues at the next session.

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