Answers
to Frequently Asked
Questions
:
Q: Will my child learn and practice
basic facts?
A: Absolutely. Oak Haven students will
learn and practice all of the basic facts in many different
ways. They will play mathematics games in which numbers are
generated randomly by dice, dominoes, spinners, or cards. They
will work with Fact Triangles, which present fact families and
stress the addition/subtraction and multiplication/division
relationships. In fourth grade, students will take timed
“50-facts” multiplication tests that will require them to learn
the facts they don't already know. They will have continuing
access to Addition/Subtraction and Multiplication/Division Fact
Tables that will serve both as references for the facts they
don't yet know and as records of the facts they do. Our students
will take part in short, oral drills to review facts with their
classmates during transitional moments throughout the day. Also,
there are many other activities and routines that will help our
student increase and reinforce their knowledge of basic facts
throughout the year.
Q: What are
math manipulatives and why is my child using them in school?
A:
For more
than 30 years, Marilyn Burns has been teaching math,
writing books about mathematics for children and teachers,
visiting schools to help improve math instruction, and informing
parents about what –– and how –– their children are learning.
She gives us the following answer to our question on
manipulatives!
Have you ever visited a new city
and felt confused about finding your bearings – even if you had
a map and directions? After a few days you probably got a feel
for the area, and even if you became lost from time to time, you
could count on familiar landmarks to help you on your way. And
with enough exploring, most likely you ventured with more
confidence wherever you needed to go.
We can think of the value of firsthand experiences for learning
mathematics in a similar way. Math has many areas –– patterns,
measurement, geometry, statistics, probability, and more –– and
they're often unfamiliar, abstract, and confusing to students.
We need to help children develop the ability and confidence to
find their way around in each of these areas, see how they
connect, and know what to do should they forget a fact or
procedure.
Here are five reasons manipulative materials do just that:
-
Manipulatives help make
abstract ideas concrete.
A picture may be worth a thousand words, but while children
learn to identify animals from picture books, they still
probably don't have a sense about the animals' sizes, skin
textures, or sounds. Even videos fall short. There's no
substitute for firsthand experience. Along the same lines,
manipulatives give students ways to construct physical
models of abstract mathematical ideas.
-
Manipulatives lift math off
textbook pages.
While we want students to become comfortable and proficient
with the language of math –– everything from the plus sign
to the notations of algebra –– words and symbols only
represent ideas. Ideas exist in children's minds, and
manipulatives help them construct an understanding of ideas
that they can then connect to mathematical vocabulary and
symbols.
-
Manipulatives build students'
confidence by giving them a way to test and confirm their
reasoning.
One goal of the National Council for the Teachers of
Mathematics Standards is to build students' confidence with
mathematics. If students have physical evidence of how their
thinking works, their understanding is more robust.
-
Manipulatives are useful tools
for solving problems.
In searching for solutions, architects construct models of
buildings; engineers build prototypes of equipment, and
doctors use computers to predict the impact of medical
procedures. In the same way, manipulative materials serve as
concrete models for students to use to solve problems.
-
Manipulatives make learning math
interesting and enjoyable.
Give students the choice of working on a page of problems or
solving a problem with colorful and interestingly shaped
blocks, and there's no contest. Manipulatives intrigue and
motivate while helping Oak Haven students learn!
Back to Top
Q: Does my child have opportunities to
learn, develop, and practice computation skills?
A: Yes. Computational proficiency has
always been, and will continue to be, an integral part of
mathematics education in Coventry. Oak Haven students gains the
fact knowledge they needs for computation from basic facts
practice. They solve problems in a meaningful way through number
stories about real-life situations that require them to
understand the need for computation, which operations to use,
and how to use those operations. Our students often have the
opportunity to develop and explain their own strategies for
solving problems through algorithm invention. our students
practice mental arithmetic during Minute Math or 5-Minute Math
and they also perform activities that encourage them to round or
estimate numbers mentally.
Back to Top
Q: What exactly is algorithm invention?
And why is it important for my child to invent her own?
A: An algorithm is a series of steps
used to solve a problem. Algorithm invention means that our
students create and share their own problem-solving methods
before learning a set of prescribed standard algorithms. In
other words, they become active participants who must learn to
think and reason about how to solve a problem rather than
learning only to copy patterns. After the students have had
opportunities to invent computational strategies, the teacher
will discuss and introduce certain standard algorithms. There is
no harm in giving students a reliable algorithm if they becomes
frustrated or resist the challenge of creating their own
strategies. However, given a choice, most students do tend to
prefer their own procedures. As our students invents their own
algorithms, they begin to realize that they can reason about
mathematics and solve problems in more than one way. Then,
hopefully, they become a motivated and independent
problem-solver who is able to take risks, think logically,
reason, create and extend ideas into new settings!
Back to Top
Assessment
Q: How do you measure my child’s
progress? What can you show me that demonstrates what he has
learned?
A: Your child will be given ample
opportunities to demonstrate his mathematical understanding.
Teachers frequently make written observations of students’
progress as they watch students working on Math Boxes or slate
activities. They also evaluate students’ Minute Math responses,
the interactions during group work or games, and their written
responses to Math Messages. Unit reviews and assessment pages
are used to evaluate individual student progress. This variety
provides richer and more comprehensive information to use in
reviewing and assessing students’ progress. Instead of
sending home traditional grade reports for mathematics, the
teacher may show you a “rubric”, a framework for tracking your
child’s progress. The rubric may be divided into categories
describing different skill levels, such as Beginning,
Developing, and Secure. Using these categories, our
teachers indicate your child’s skill in and understanding of a
particular mathematical topic. The teacher can use this record
of progress to decide which areas need further review and
whether certain students need additional help or challenge.
Back to Top
Q: Why does my child have to move on to
the next lesson if she hasn’t mastered skills in the current
lesson?
A: Mastery varies with each child and
depends on her/her learning and problem-solving styles. Because
people rarely master a new concept or skill after only one
exposure, the Everday Math program has a “spiral” design that
informally introduces topics for two years before formal study.
The “spiral” approach offers both consistent follow-up and a
variety of experiences. If our students don't master a topic the
first time it is introduced, they will have the opportunity to
increase their understanding the next time it is presented. Your
child will regularly review and practice concepts by playing
content-specific games and by completing written exercises and
assessments. Your child's teacher can give you a list of skills
your child is expected to master this year.
Back to Top
Q: Everyday Mathematics seems too
difficult for my child. Will he be able to succeed in the
program? How can the program address his individual needs?
A: If your child is having difficulty,
we will continue to expose him to the program and give him a
chance to meet its high expectations. Everyday Mathematics has
many open-ended activities that will allow your child to succeed
at his current skill level. While playing games, inventing
algorithms, writing number stories, and solving problems in
Minute Math and Math Boxes exercises, your child will develop
his strengths and improve in his weak areas. Rest assured that
he will receive repeated exposures to all concepts throughout
the program. Furthermore, your child’s teacher may group
students to best suit their needs. For example, your child may
be part of a small group working directly with the teacher or he
may be paired with another student. The teacher may also modify
or adjust program material according to student needs.
Back to Top
Q: Why does my child play games in
class?
A: The Everyday Math Series that is
used by students in all of Coventry’s elementary schools helps
both parents and teachers realize that in a child’s life there
doesn’t always need to be a sharp distinction between work and
play. We tend to “allow” play only during prescribed times as a
way of keeping children out of mischief, or as a way of working
off their excess energy. But children’s natural tendencies are
to carry their playfulness into all their activities. This is
why Everyday Mathematics sees games as enjoyable ways of
practicing certain number skills, especially ones that help
children develop good fact power. Games can be played over and
over without repeating the same problems because the numbers in
most games are generated randomly. We encourage you to help
your child practice math by playing the Everyday Math games at
home! Talk to your child’s teacher, who can suggest
appropriate games or home exercises.
Back to Top
Q: Why is my child using a calculator?
Will he become dependent on the calculator for solving problems?
A: Your child uses a calculator to
learn concepts, recognize patterns, develop estimation skills,
and explore problem solving. However, a calculator does not
replace the need to learn basic facts, to compute mentally, and
to do paper-and-pencil computation. Oak Haven students
learn when a calculator can help solve problems beyond their
current paper-and-pencil capabilities. On the other hand, they
also learns that in some situations, they can rely on their own
problem-solving power to get an answer more quickly. Our
students also use basic facts and operations knowledge and
estimation skills to determine whether the calculator’s solution
is reasonable. They becomes comfortable with the calculator as
just one technological tool!
Back to Top
Standardized Tests
Q: How can I help my child prepare for Rhode Island's annual
testing (NECAP).
A: The Everyday Mathematics curriculum covers all concepts and
skills students are expected to know for the NECAP (New England
Common Assessment Program) test. Oak Haven's teachers help
students prepare for standardized mathematics tests by giving
timed tests and by spending more time on the Everyday
Mathematics games that reinforce basic facts. Our teachers also
review test-taking strategies, such as looking for
reasonableness in an answer. Teachers may also include problems
in Math Boxes that require students to use these strategies.
Here is
some of what Oak Haven teachers have learned that parents can do
to help their children become successful problem solvers and
communicators and, as a result, be more prepared for those
standardized tests!
1.
Encourage your
child to solve problems
- Students who do demanding work and solve real problems achieve
at higher levels than students who do not.
2.
Help your child
to become a good self-assessor
- Look over your children’s work with the same problem-solving
rubric that the teacher uses. Discuss this rubric with your
children. Ask them to evaluate their papers and then ask them
how they can make each one better!
Back to Top
Q: How can I get involved? How can I
reinforce my child’s mathematics learning at home?
A:
The authors of Everyday Mathematics believe it is very important
to help parents become actively involved in their child's
mathematical education, and they have worked hard to provide
opportunities for this to happen. Here are just a few
suggestions about how you can learn about the mathematics your
child is studying in school, and how you can help reinforce
their math learning at home.
A Home Link or Study Link homework assignment is
included with almost every lesson in the program. Periodically
these homework assignments include a letter to parents
explaining various aspects of the program. Be sure to read these
letters and discuss what's going on in math class with your
child.
If there is something unfamiliar to you in these assignments
encourage your child to "teach" you about what they are working
on in class. If an assignment is confusing or difficult for you
or your child, jot a note explaining your difficulties on the
Home or Study Link paper and return it to your child's teacher.
Encourage your child to teach you the math games she is
learning in school, and play these games whenever you have an
opportunity. You might even enjoy inventing some of your own
math games together.
If your child needs additional basic fact practice ask his
teacher to send home a set of fact triangles and spend a little
time each day practicing fact families.
Many Everyday Mathematics teachers set aside special days
for math activities like Explorations, Games Days, and Projects.
If possible, volunteer to help in the classroom on these days.
Whenever you find yourself using math in your daily lives point
out this fact and discuss math's usefulness in real-life
situations. Encourage your child to experiment with and use
everyday "math tools" like rulers, tape measures, measuring cups
and spoons, clocks and calculators.
Back to Top
About
Oak Haven
Special
Subjects
Grade
Level News
Principal's
Corner
Curriculum
Resources
Photo
& Art Gallery
PTA
Page
Home
Up