1. Math in the Information Age

2. Welcome Parents Who We Are: Math Specialist, Katy McGraw Grades K and 4 – 8 Math Specialist, Laura Koplow Grades 1 – 3

3. Changes in Education Our relationship to math and learning in general has changed More knowledge at our fingertips Students will enter jobs not yet created or defined How can we help students be ready for a life in the information age?

4. What Do Students Need? Skills that cannot be automated: Critical and creative thinking Problem solving Decision making Collaboration Communication

5. Difficulty in Math Shifts Conrad Wolfram: Math is Posing the right questions Real world  math formulation Computation Math formulation  real world, verification “Math is not equal to calculating, math is greater than calculating”

6. Habits of Mind

7. Standards for Mathematical Practice

8. New Way of Asking Questions MCAS 2016 and MCAS 2.0 6 PARCC questions 4 “Task 1”questions skills/concepts worth 2 points Can be asked to select more than one right answer 1 “Task 2” questions math reasoning worth 4 points 1 “Task 3” questions modeling and application worth 3 points

9. Task 1 Questions

10. Task 2 Questions

11. What Does This Feel Like?

12. Parent Practice

13. Now, Try This The answer is 125, what could the question be? Using QFT, work with a group of parents to generate ideas. Rules for Producing Questions Ask as many questions as you can Do not stop to discuss, judge or answer any question Write down every question EXACTLY as it is stated Change any statement into a question

14. How About This? I am creating my Hanukkah budget. I have __ dollars to spend. I want to spend the same amount of money for each of the __ nights on presents. How much should I spend for each night?

15. A Look at More Open-Ended Questions Taylor is planning a party at an arcade. There are two different party packages he can choose from. Both packages include a cake, one pizza, juice boxes, and use of a party room. Package 1: $20 for each guest and then $1.50 for each game played. Package 2: $40 for each guest with unlimited games played. How can Taylor decide which package is a better choice for his party? What questions foes he need to ask? What information does he need to gather? How will that information change his decision?

16. Standard of Mathematical Practice Student Friendly Language Associated Habits of Mind Make sense of problems and persevere in solving them Understand what is being asked Find ways to model the situation Identify strategies for solving Check if the answer makes sense Find a different strategy when needed Persisting Managing impulsivity Thinking Flexibly Applying past knowledge to new situations Construct viable arguments and critique the reasoning of others Communicate mathematical reasoning and ideas using words, numbers, and/or pictures. Understand and give feedback on other students’ ideas Listening with understanding and empathy Thinking flexibly Metacognition Questioning and problem posing Thinking and communicating with clarity and precision Practice Standards Compared with Habits of Mind

17. Ways to Help Your Child: The way that we can encourage students to practice patient problem solving is to Use multimedia or real world contexts Encourage student intuition Ask the shortest question Let students build the problem Be less helpful Help students evaluate the solution in relation to the context --with thanks to Dan Meyer

18. Help Your Child to Interpret Information Use estimation and mental math aloud Ask – What is this problem about? What are we trying to figure out? How can we do this? Notice out loud when math is used: measuring for recipes, sewing, and woodworking estimating amounts of paint or wallpaper or to hang pictures using the clock to be on time or plan ahead reading schedules for television, bus or movie times shopping

19. Help Your Child to Evaluate Information Make connections between math and real life situations Help your child to plan and reflect: What is the problem asking? What do I know? How does this help me make a plan? Use this information to make a plan and stick with it Evaluate the plan – Do I need to try something else? Is there a more effective or efficient way to get to the answer? Is my answer reasonable? Do I need a new plan? Model your own math thinking and problem solving

20. Help Your Child to Collaborate with Others Encourage perseverance and problem solving Play games and solve puzzles Disagree amiably, and explain why their thinking is different Build on your child’s thinking and model how to connect to someone else’s thinking

21. Help Your Child to Communicate Their Thinking Ask good questions and help students communicate mathematically Move beyond questions that elicit simple yes/no or one word answers Ask probing questions that promote problem-solving, reasoning, making connections, and reflection Encourage your child to explain his/her thinking and problem solving

22. Resources Conrad Wolfram Ted Talk http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_mat h_with_computers http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_mat h_with_computers https://www.wolframalpha.com/ Dan Meyer Ted Talk http://www.ted.com/talks/dan_meyer_math_curriculum_makeover 3 Act Math https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnh gwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0 https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnh gwOVsWkTQEsfqouLWNNC6Z4/edit#gid=0 http://www.101qs.com/ http://www.graphingstories.com/

23. Resources, Continued: Websites: http://youcubed.org (from Jo Boaler and Stanford University) ** Information on brain science, articles on teaching math, a library of rich math tasks, the Week of Inspirational Math, mindset videos, and links to Boaler’s MOOC on learning math http://mindsetkit.org (from Stanford University) Free short online courses and resources for teachers of math, general educators, and parents http://nrich.maths.org http://yummymath.com http://www.openmiddle.com/ http://www.estimation180.com/ http://gfletchy.com/3-act-lessons/ ** Rich tasks for a wide range of grade levels and mathematical content areas

24. Thank You “The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill.” – Albert Einstein