MATH INFORMATION

Problem Solving Computational and Procedural Skills Conceptual Understanding “Where” the math works “How” the math works “Why” the math works

 Skill in carrying out mathematical steps and computations  Understanding concepts makes learning skills easier, less susceptible to common errors, and less prone to forgetting  Using procedures can help to strengthen and develop understanding

 It is the underlying knowledge behind the concept  Teaching techniques include: concrete models, vocabulary connections, problem solving, real-life applications, etc.  Conceptual understanding is important for two main reasons:  In order to apply knowledge to new situations  Subsequent math concepts rely on students’ ability to understand the current concept

5 Phases of Instruction and Learning C-R-A

Hands-on teaching method using manipulatives such as: Money Counting blocks Unifix Cubes Cuisenaire Rods Food Balance scales Fraction towers 6

Uses: Pictures Tally marks Diagrams Drawings Maps Graphs Charts Relates directly to the manipulatives

A teaching method using written words and symbols. Graphs (meaning) Estimation Predictions Oral explanations Systems of equations

 Conceptual understanding  Strategic Thinking  Practice for Fluency  Automaticity

Advantages of flexible strategies:  Built on understanding- easier for students to make sense of their thinking  More compatible for teaching estimation  Reinforces place value concepts  Easier to perform mentally  Avoids errors in the process  Number oriented, not digit oriented

How you can Help at home Ways you can help:  Ask, “how did you solve that? How do you know you are correct?”  Ask your child to PROVE their thinking is correct and why it works  Play math games!  Highlight the math in every day activities- cooking, shopping, travelling etc.

 The goal of instruction should be mathematical proficiency  It takes time for mathematical proficiency to be fully developed  Mathematical proficiency spans number sense, algebra, measurement, geometry and mathematical reasoning