Math at Home:

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• Math at Home
• CMCs Effort to Reach
• Out to Parents and
• Families in Support
• of the Common Core

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The First Rule of introducing the Common Core to
parents
Do MATH with them!
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Teach them a math game for all ages the Counting
GameThe rules

• Two people take turns counting aloud. The first
  person starts at 1 and the game is over when the
  counting reaches 20.
• Each player counts aloud by saying one, two, or
  three numbers in order from where the other
  player stopped counting.
• Whoever says the number 20, by itself or in a
  group of numbers, is the winner.

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• Fail to involve parents and communities in the
  Core Standards and we may find we are reliving
  the past...

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First, a little HISTORY

• Remember WHOLE LANGUAGE?
• Remember CLAS?
• Remember NEW MATH?

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What killed NEW MATH?
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What killed NEW MATH?

• Tom Lehrer

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The NEW MATH SONG
New Math SongAnnimated
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Where do we begin to built support for the Core
Mathematics Standards?

• TEACHERS
• ADMINISTRATORS
• PARENTS

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BASIC ASSUMPTIONS IN WORKING WITH PARENTS

• Parents are concerned, first and foremost, with
  their own childs education not necessarily all
  Children

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BASIC ASSUMPTIONS IN WORKING WITH PARENTS

• Parents only have their own personal experience
  as a reference to compare with their childs!

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BASIC ASSUMPTIONS IN WORKING WITH PARENTS

• Parents trust their own childs teacher more than
  any other educator

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BASIC ASSUMPTIONS IN WORKING WITH PARENTS

• Parents are sensitive, caring, intelligent people
  who want information about what youre doing with
  their children. They want to understand!

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WHERE TO BEGIN?
Early Learning, Math at Home
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Early Learning, MATH AT HOME
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Early Math Learning, WEB SITE
earlymathlearning.com/
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And in the works
SPANISH EDITION Coming in the New Year!
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And throughout K12
Math-at-Home-English.pdf
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MATH AT HOME
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And in SPANISH
Math-at-Home-Spanish.pdf
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Some Math from MATH AT HOME
A rancher has 48 meters of fencing to build a
corral for her cows. Since her property is
bordered by a river, what is the biggest
rectangular area she can fence if she uses the
river as one side of the corral?
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CORE STANDARDSfor Mathematical Practices

1. Make sense of problems and persevere in solving
   them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
   reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
   reasoning.

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but what do the Standards forMathematical
Practices mean?

• Make sense of problems and persevere in solving
  them.
• Mathematically proficient students start by
  explaining to themselves the meaning of a problem
  and looking for entry points to its solution.
  They analyze givens, constraints, relationships,
  and goals. They make conjectures about the form
  and meaning of the solution and plan a solution
  pathway rather than simply jumping into a
  solution attempt. They consider analogous
  problems, and try special cases and simpler forms
  of the original problem in order to gain insight
  into its solution. They monitor and evaluate
  their progress and change course if necessary.
  Older students might, depending on the context of
  the problem, transform algebraic expressions or
  change the viewing window on their graphing
  calculator to get the information they need.
  Mathematically proficient students can explain
  correspondences between equations, verbal
  descriptions, tables, and graphs or draw diagrams
  of important features and relationships, graph
  data, and search for regularity or trends.
  Younger students might rely on using concrete
  objects or pictures to help conceptualize and
  solve a problem. Mathematically proficient
  students check their answers to problems using a
  different method, and they continually ask
  themselves, Does this make sense? They can
  understand the approaches of others to solving
  complex problems and identify correspondences
  between different approaches.

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THE TASK
In partners, translate the first Standard for
Mathematical Practice into jargon-free prose that
you think would be successful in helping parents
understand the power of this mathematical
practice.
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MY BEST ATTEMPT

• Good math students know that before they can
  begin solving a problem, they must first
  thoroughly understand the problem and understand
  which strategies might work best in finding a
  solution. They not only consider all the facts
  given in the problem, they form an idea of the
  solutionperhaps an estimation or
  approximationand make a plan rather than simply
  jumping in without much thought. They first
  consider similar and related problems to gain
  insights. Older students might use algebraic
  equations or technology. Younger students might
  use concrete objects, drawings, or diagrams to
  help them see the problem. Good math students
  check their progress along the way, change course
  if necessary, and continually ask themselves,
  Does this make sense? Even after finding a
  solution, good math students try hard to
  understand how other students solved the same
  problem in different ways.

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Find much more at the CMC WEB SITE
cmc-math.org
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In your work with families,turn to the CMCFOR
FAMILIES web pages!
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FOR FAMILIES Articles of Interest
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Teaching Children to Do Mental Math Part 1
2    The Value of Abstract Strategy Games for the
Whole Family   The Art of Guessing Estimation
Part 1 2    The Common Core Standards for
Mathematical Practices Translated for
Spanish-Speaking Families   The Benefits of
Volunteering in Your Child's Class    California
Adopts New Common Core Standards    Educational
Acronyms, Program Names, and Definitions Every
Parent Should Know  Basic Education Terms Every
Parent Should Know
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Useful Advice for Parent/Teacher
Conferences   The Mathematics Students Study in
California Schools   What Parents Should Know
About High School Math   Frequently Asked
Questions About K-6 Math Programs    Helping at
Home with Homework    Mathematics Learning
Resources for Parents   Testing in California
Public Schools, Part 1 2    The California
Mathematics Textbook Adoption Process   Why Teach
Problem Solving? Part 1 2    Ten Good Problems
to Solve with Your Family
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FOR FAMILIES Activities to Do at Home
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Counting and Young Children    Surveys and
Graphs    THE WEIRD NUMBER Fractions Made
Interesting   POWERS OF TEN Seeing BIG and TINY
Numbers   SCRATCH Computer Programming for
Kids   Ten for Dinner Number Activities    Sneake
r Math    Exploring Polygons    Place Value
Activities for K-3 Children   Lucky Clover
Probability for K-3 Children   SUM UP Adding
Games for K-3 Children
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FOR FAMILIES How to host a Family Math
Night at Your School!
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Host a Family Math Event At Your School Part
1   How to Organize a Family Math Event Part
2   What to Do at Your Family Math Event Part
3   Choosing the Right Activities to Do with
Parents   How to Get Parents and Families to Turn
Out!   Sending Home Math for Families to Do
Together   Choose the Right Math Tool
A Parent Activity
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Go forth and work with parents!
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• Any questions?

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• Thank you.
• pgiganti_at_berkeley.edu
• This presentation can be downloaded from
• Giganti_Sat_503MathAtHome.ppt