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Unformatted text preview: Public School 29
Parent Handbook
for Mathematics A Practical Guide to
Everyday Mathematics
Kindergarten TEAM Linda Manfredi Principal Annmarie Vallebuona Assistant Principal Joseph Santello Math Coach Assessment
At P.S. 29, we are committed to fair, accurate assessments of all students. We are also committed to keeping parents informed of the current mathematical skills their child is learning in class. In an effort to keep parents informed, parents of students in first through fifth grade will receive a Unit Overview at the beginning of each unit. This sheet will list the skills your child will be learning. In addition, parents are also encouraged to read the “Family Letter” supplied at the start of each new unit. Finally, at the end of each unit of study, parents will receive an “End of Unit Report.” This report will allow parents to see how their child is developing in specific mathematical skills. Because strong assessment is essential to a child’s education, you will find it to be an important part of the Everyday Mathematics program. Two of the most important purposes of assessment are: (1) to reveal the development of the child’s mathematical understanding, and (2) to provide useful feedback to the teacher about the child’s instructional needs. Types of Assessment
Ongoing Assessment: includes informal observations of children during teacherguided instruction, strategy sharing, game play, and slate routines. The teacher may use brief mental notes, short written notes, or more elaborate record sheets to record these assessments. Product Assessment: may include samples of daily written work, group project reports, and mathematical writing and diagrams. Periodic Assessment: includes more formal types of assessment, such as quizzes and endofunit written, oral, and slate assessments. Sample Guidepost Kindergarten
One good way to keep track of your child’s progress is to use this rubric. A rubric is a framework that helps us categorize progress on various aspects of a child’s learning. Levels 14 with respect to a particular skill or concept are illustrated below: Levels of Performance Level 1: The student is not meeting the standard as it is described by the indicators for this grade level. Level 2: The student is beginning to, and occasionally does, meet the standard as it is described by the gradelevel indicators. Level 3: The student demonstrates proficiency in the vast majority of gradelevel indicators. Level 4: The student consistently meets and often exceeds the standard as it is described by the gradelevel indicators. November Guidepost
Count Forward from 0 to 35
Count back from 101
Read the numbers 115
Recognize and name a triangle, square, circle, and rectangle
Recognize simple examples of symmetry Sample End Of Unit Report To Parents
Dear Parent/Guardian, Assessments for the Everyday Math Program include the following components: ∙ Oral assessment through questioning
∙ Slate assessment in small groups
∙ Written assessment through class work, Checking Progress, and homework as well as performance in group activities. Listed below are the learning goals for the unit we have just completed. The levels are as follows: Levels of Performance
Level 1:The student is not meeting the standard as it is described by the indicators for this grade level. Level 2: The student is beginning to, and occasionally does, meet the standard as it is describedby the gradelevel indicators. Level 3: The student demonstrates proficiency in the vast majority of gradelevel indicators. Level 4: The student consistently meets and often exceeds the standard as it is described by the gradelevel indicators. Attached for you to review are samples of your child’s work during this unit. Please review your child’s unit assessment. If you have any questions, please let me know. November Guideposts
Your Child
Count forward from 0 to 35 Count back from 10 to 1
Read the numbers 1 to 15 Recognize and name a triangle, square, circle, and rectangle
Recognize simple examples of symmetry Routines in Everyday Mathematics
Just as daily routines at home and in the classroom offer rich opportunities for children to practice math skills, Everyday Mathematics program routines encourage ongoing practice in a number of mathematical skills and content areas. Some of the routines children learn and work with regularly are:
Mental Math Reflexes: are exercises, usually oral, designed to strengthen a child’s number sense and review and advance essential basic skills.
Math Message: is provided at the beginning of each lesson beginning with Unit 4 in first grade. The Math Message usually leads into the lesson for the day, including occasional reviews of topics previously covered. Children complete the Math Message before the start of each lesson. Home Links/Study Links: are the Everyday Math version of homework assignments. Home/Skills links consist of active projects and serve three main purposes: (1) they promote followup, (2) they provide enrichment, and finally (3) they offer an opportunity for you to become involved in your child’s mathematics education.
Name Collection Boxes: beginning in first grade, children use name collection boxes to help manage equivalent names for numbers. These boxes offer a simple way for children to experience the notion that numbers can be expressed in many different ways:
14 16 2x7
(2 x 5) + 6 XVI 204
Half of 32 1 + 13
XIV
20—6 What’s My Rule?: is an activity in which children analyze a set of number pairs to determine the rule that relates the number in each pair. Simple “What’s My Rule?” games begin in kindergarten. IN RULE +10 OUT 39 ? 54 ? 163 ?
46 Explorations and Projects: In Everyday Mathematics, the term Exploration means “time set aside for independent, small group activities.” Small group work lets everyone have a chance to use manipulatives such as pan balances, base ten blocks, attribute blocks, and thermometers. Program Highlights
∙ Problem solving for everyday situations. ∙ Developing readiness through handson activities.
∙ Establishing links between past experiences and explorations of new concepts. ∙ Sharing ideas through discussions.
∙ Cooperative learning through partner and smallgroup activities.
∙ Practice through games.
∙ Ongoing review throughout the year.
∙ Daily routines. 3 Part Lesson Structure
Part 1: Teaching the Lesson
Provides main instructional activities for the lesson. Part 2: OnGoing Learning and Practice
Supports previously introduced concepts and skills, essential for maintaining skills. Part 3: Differentiation Option
Includes the options for supporting the needs of all students, usually an extension of Part 1, Teaching the Lesson. Getting Started Before the lesson begins, students are engaged in quick Mental Math activities (Whole Group activity), Math Message activities (Independent warm up), and follow up suggestion for the previous nights Homelinks. Student Books:
Student Journal Volumes 1 & 2: These are consumable books which provide lesson support material for students to solve and complete. They provide a longterm record of each student’s development Home/Study Links: The Everyday Mathematics version of homework. Homelinks are given to students in grades K3 and StudyLinks for students in grades 45. Skill Links: A consumable book (For grade 1 and 2) used as additional skill practice. Often, it is used as additional homework. Student Reference Books: (Grades 15) Students use this hardbound reference book to access mathematical information and procedures that support the program. Game rules, ongoing routines, reference tables, a glossary of terms and calculator usage information are all included. Math Steps: While not part of the Everyday Math program, Math Steps is used as additional homework and enrichment in grades K5. Mathematician’s Notebook: A journal kept in school which gives children the opportunity to write about their mathematical understandings and wonderings. Frequently Used Math Tools:
Tool Kits: A place where students store their math tools.
The Everything Math Deck: A deck of cards which consists of four sets of number cards 010 and one set of number cards 1120. Fractions are on the reverse side of the 010 cards. A variety of skill games require the usage of these cards. Number Cubes: Another name for dice, this is a frequently used item when practicing skills through games. BaseTen Blocks: A manipulative used starting in first grade. Children build structures and count cubes to check estimates, make exchanges to investigate place value, solve number models, or create a visual picture for their written work. Pattern Blocks: help children learn the names and features of geometric objects. Pattern Block Templates: are used for exploring plane figures. Children are encouraged to use the templates to make designs in Explorations, Projects, and some lessons. Calculators: are useful teaching tools. They make it possible for children to display numbers before they are skilled at writing. Calculators also allow children to solve interesting, everyday computations requiring computations that might otherwise be too difficult for them to perform, including problems that arise outside of mathematics class. There is no evidence to suggest that this will cause children to become dependent on calculators or make them unable to solve problems mentally or with paper and pencil. Algorithms
Many people think of an algorithm only as one of the stepbystep operational procedures students learn in school mathematics. Actually, an algorithm is any reliable procedure or routine that, when followed properly, leads to a specific, expected, and guaranteed outcome. Everyday Math includes “focus” algorithms for each operation with whole numbers and decimals. Focus algorithms are powerful, relatively efficient, and easy to understand and learn. At some point, all students would master the focus algorithm for each operation. In solving problems, however, students may Focus Algorithms:
PartialSums Algorithm for Addition
TradeFirst Algorithm for Subtraction
PartialProducts Algorithm for Multiplication
PartialQuotients Algorithm for Division PartialSums Algorithm for Addition
The partialsums method for addition is a twostage process. In the first stage one looks at each column (working left to right) and adds up the place values represented by the digits in that column. In the second stage those partial sums are added together. H Add the Hundreds 7 6 7 3 3 2 7 0 0 Add the Tens
Add the Ones O 4
+ T 9 + 0 _______________ 9__
7 9 9 TradeFirst Algorithm for Subtraction
Close to the traditional standard is a method that Everyday Mathematics calls “trade first.” It is a twostage process, first working right to left to do all the borrowing (recording the intermediate results above the top number) and then a second pass, in any order, doing the subtractions. H
6 13 7 3 8 4 5 2 6  T O 13 8 4 5 2 2 8 6 Think: Can I remove 5 tens from 3 tens? (no)
Trade 1 hundred for 10 tens
Record the trade Think: can I remove 2 ones from 8 ones? (yes) PartialProducts Algorithm for Multiplication The partialproducts algorithm for multiplication is based on the distributive, or grouping, property of multiplication. A person using this operation multiplies each digit of one factor by each of the digits in the other factor, taking into account the place value of each digit. Then the person adds all the partial products to find the total product. H T O 2 4 5 (factor) x 9 (factor) Multiply 9 x 200 1 8 0 0 Multiply 9 x 40 3 6 0 Multiply 9 x 5 + 4 5 Add the partialproducts 2, 2 0 5 (product) PartialQuotients Algorithm for DivisionIn the partialquotients algorithm for division, it takes several steps to find the quotient. At each step, you find a partial answer (called a partial quotient). Then, you find the product of the partial quotient and divisor and subtract it from the dividend. Finally, you add all the partial quotients to find the final quotient. (dividend) (divisor) 354 ÷ 6
Ask: How many 6’s are in 354? (At least 50)
6)354 300  54 54  54 50 + 9
59 0
The first partial quotient is 50 Subtract 54 from 54 50 × 6= 300 The difference is 0, so there is no remainder. Subtract 300 from 354 Add the partial quotients. The quotient is 59. Ask: How many 6’s are in 54: (9) The second partial quotient is 9. 9 x 6  54 Kindergarten Guideposts
October Guideposts
∙ Count forward from 0 to 21
∙ Count back from 10 to 1
∙ Read numbers 0 to 10
∙ Compare lengths, matching ends
∙ Recognize a penny and know its value
∙ Math onetoone November Guideposts
∙ Count forward from 0 to 35
∙ Count back from 10 to 1
∙ Read the numbers 1 to 15
∙ Recognize and name a triangle, square, circle, and rectangle
∙ Recognize simple examples of symmetry December Guideposts
∙ Count forward from 0 to 50
∙ Count back from 12 to 1
∙ Understand each “teen” number as 10+ a digit
∙ Use concepts of greater than/less than to find a “mystery number”
∙ Read and record amounts of pennies using the cents sign Kindergarten Guideposts Cont’d
January Guideposts
∙ Write numbers from 0 to 10
∙ Count forward from 0 to 17
∙ Count back from 15 to 0
∙ Skip count with the group by 2’s, 5’s, and 10’s
∙ Count with a calculator
∙ Explore using a variety of measuring tools
∙ Identify a dime and a nickel
∙ Participate in telling changetomore number stories
∙ Discuss graph outcomes with the group February Guideposts
∙ Count forward from 0 to 90
∙ Count back from 15 to 0
∙ Count tally marks ∙ Count on, varying the starting point
∙ Identify a quarter Kindergarten Guideposts Cont’d
March Guideposts
∙ Count forward from 0 to 115
∙ Count back from 20 to 0
∙ Read time to the nearest hour on an analog clock
∙ Participate in telling changetoless stories
∙ Make and continue three part patterns April Guideposts
∙ Count forward from 0 to 115
∙ Count back from 20 to 0
∙ Skip count by 2’s, 5’s, and 10’s
∙ Write the numbers from 0 to 20
∙ Read 3 digit numbers
∙ Recognize and understand 1/2
∙ Estimate the time on analog clocks using the hour hand only
∙ Know the value of a penny, nickel, and dime; recognize a quarter
∙ Enjoy playing simple “What’s My Rule?” games Generic Rubric for Benchmarking Performance Levels
In All Subjects 4
Exceeds Standards
The student consistently meets and often exceeds the standard as it is described by the gradelevel indicators on the report card and in benchmarked student work samples in the NYC Performance Standards. The student easily understands, applies, and extends new concepts, processes, and skills for the grade level. 3
Meets Standards
The student demonstrates proficiency in the vast majority of gradelevel indicators. The student understands and applies the new concepts, processes, and skills for the grade level with few, if any, errors. Where errors occur, they do not interfere with making sense of the material. The student’s work is comparable to the student models in the NYC Performance Standards. 2
Approaches Standards
The student is beginning to, and occasionally does, meet the standard as it is described by the gradelevel indicators. The student is beginning to understand the new concepts, processes, and skills for the gradelevel, but produces work that contains several errors, some of which may indicate or result from conceptual misunderstandings. 1
Far Below Standards
The student is not meeting the standard as it is described by the indicators for this grade level. The student is working on key indicators that are one or more years below grade level, or is having significant difficulty grasping new concepts. Definition of the “Bottom Line” An instructional “Bottom Line” is a nonnegotiable expectation that guides the school’s professional development plan and instructional and supervisory practices. It is embedded in the school’s culture. The “Bottom Lines” at P.S. 29 are: ♦ To further our analysis of contextual and assessment data in order to drive instruction.. ♦ To use purposeful, focused conferences as a tool to assist students in moving forward in reading, writing and all content areas. ♦ To deepen our focus on word study in order to increase students’ ability to decode and comprehend. Notes Notes P.S. 29
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 Winter '08
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 Math

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