1. Back to School Night for Mathematics in Context®
Welcome!
Back to School Night
for
Mathematics in Context®

2. Mathematics in Context
Published by
Encyclopedia Britannica

3. Benefits of MiC MiC builds on students’ existing knowledge.
MiC uses real world context to develop math concepts.
MiC uses mathematical models to support learning (charts, graphs, etc).
MiC integrates and intertwines
learning strands.
These are the principles that guided the development of the curriculum;
Students have made observations and developed a base of knowledge in the primary grades. MiC builds on this knowledge and provides experiences for students to conjecture and then apply their skills
The context is realistic. It mirrors the students world. This helps students retain mathematical knowledge by remembering the context as well as the concept.
Models are an important part of MiC. As you page through your child’s text, look for charts, tables, pictures, graphs, activities. These models support student learning.
The learning strands are intertwined. For example, within an algebra unit students may also be asked to use number sense and data analysis skills as well. This helps students see mathematics as a whole.

4. Student Learning in MiC
Students build on their knowledge of math.
Learning “makes sense” to students as they formalize the mathematics.
Multiple strategies and representations cater to students’ individual learning styles.
Real world contexts motivate students and support learning of complex mathematics.
Why are these important? Motivation, making sense of concepts, and addressing the learning styles of a diverse population leads to student success! Discuss the triangle.

5. The Texts
Nine modules at each grade level focus on the strands of mathematics- Numbers, Algebra, Measurement and Geometry, and Data and Probability.
Individual modules are paperback and fit into a binder.
Check Your Work review problems are at the end of each section with solutions in the back of the book.
MiC consists of nine units at each level; the paperback books are deigned to fit into a binder so that students are organized and have all mathematical tools in one place. (Some districts may opt to use the hardbind text; this is often more convenient for teachers and students, and may be necessary to adhere to the state guidelines for text selections).
Each section ends with a section summary and Check Your Work Problems; the solutions to the Check Your Work problems are provided in the back of the student text. This was designed to help you help your child! You may review the solutions and make sure that your child is progressing as planned! The answer is important; the method of solution is equally important.

6. Assessment
Students are assessed informally by the teacher as they work to find solutions to the problems.
Quizzes and tests are given for each unit.
Homework will be assigned nightly – most times the homework will be an extension of what was covered in class – not just “extra” work!
Observation becomes an important part of assessment; what your student does in class is a signal to the teacher that progress is being made OR that a bit more time may be required
Formal assessments (quizzes and tests) are provided as a part of the curriculum; these have been field tested to make sure that the learning is measured through the assessment tools. The assessments mirror the instruction; research supports this concept.

7. Students in MiC classrooms…
Explore mathematical relationships.
Develop and explain their own reasoning and strategies for solving problems.
Use problem-solving tools appropriately.
Listen to, understand, and value each other’s strategies.
Action verbs: explore, develop, explain, use, listen, understand: this is the core of the problem solving approach to learning. Students are central to their own learning

8. Snapshot of MiC! Comparing Quantities p. 16,17
Comparing Quantities p. 16,17 It may not be possible to experience every lesson. This is an early lesson in the algebra stand. It asks students to find the price of one item when a combination price is known. Students discover many ways to solve these combination problems. This is an informal approach to algebraic thinking.
Comparing Quantities p. 16,17

9. Web Page
Britannica Mathematics in Context

10. Helping your student at home
Read the problem: this is the first step toward a solution.
Ask questions: Do you understand what the problem is asking? How did you do this in class? Do you have all of the information that you need?
Review: the pages before the problem for clues to the solution or process.
You have many options for helping your child; but questions and support are paramount. Make sure they understand what the problem is asking. Look back and review

11. Helping at home (cont’d)
Look at the section summary; this provides a review of the section.
Look at class notes for samples done in class.
Reread the entire section and work through the problems with your student.
Look at what was done in class; read with your student; ask a friend; ask the teacher; ASK!

12. Teacher Web Page
Mrs.Millerhttp://

13. Preparing for Tests and Quizzes
Review each section summary and rework the problems if necessary.
Check for vocabulary and understanding of the words, symbols.
Read over class notes and homework.
Help your student by reviewing section summaries and also class notes; work the problems; ask about vocabulary
If your child has completed assignments and participated in class, preparing for a test or quiz should be easy!

14. Encourage Success! Talk about math class!
Make sure all assignments are completed on time.
Ask your student to explain what s/he is doing!
Let your positive attitude become your child’s positive attitude!
Encouragement and support may be the difference! Make sure that your attitude towards math class is one you would like your child to mirror!

15. Thank you for coming out tonight!