APPENDIX 2: What Should I Expect from a math Program?

The National Curriculum and current educational thinking make certain assumptions about the way math should be taught and what parents might see when visiting the classroom. Here are some examples:

1. Children will be engaged in discovering mathematics, not just doing many problems in a book.


2. Children will have the opportunity to explore, investigate, estimate, question, predict, and test their ideas about math.

3. Children will explore and develop understanding for math concepts using materials they can touch and feel, either natural or manufactured.

4. The teacher will guide the students' learning, not dictate how it must be done.

5. Children will have many opportunities to look at math in terms of daily life and to see the connections among math topics such as between geometry and numbers.

6. Children will be actively involved in using technology (calculators and computers) to solve math problems.

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APPENDIX 1: Parents and the Schools

Here are a few ideas that might help you support a positive math environment in your child's school:

1. Visit the school and see if the children:

* Are actively engaged in math;

* Are talking about mathematics;

* Are working together to solve math problems;

* Have their math work on display;

* Use manipulative (objects that children can touch and move) in the classroom.


2. Explore the math program with your child's teacher or head. Here are some questions you might ask:

* Are there manipulate able objects in the classroom?

* How are the national curriculum standards being applied in this school?

* What can I do to help foster a strong math program where children an explore math concepts before giving the right answer?

3. If you would like to help out, here are some suggestions for parent groups:

* Make games for teachers;

* Help seek out sponsors who believe in a strong math program for the school and who might provide materials and resources;
* Support math classes for families at your school.

4. Keep a positive attitude even if you don't like what you see. Work to improve the math curriculum by doing some of the things mentioned throughout this book.
5. Share this book with your child's teacher.

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Guess If You Can

When children practice asking questions about numbers, they can develop an understanding of the characteristics and meanings of numbers.

What you'll need

Questions about numbers

What to do


1. Let your child thinks of a number between a stated range of numbers while you try to guess the number by asking questions.
Here is a sample conversation.

Child: I am thinking of a number between 1 and 100.

Parent: Is it more than 50?

Child: No.

Parent: Is it an even number?

Child: No.

Parent: Is it more than 20 but less than 40?

Child: Yes.

Parent: Can you divide this number up into 3 equal parts?

And so on...

2. After you have guessed your child's number, let your child guess a number from you by asking similar questions.

The questions asked demonstrate many different levels of math. They can serve as learning tools for explaining concepts. For example, you can take the opportunity to explain what an even number is if your child does not know.

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How Long? How Far?

Many times when you are on the go, you are heading somewhere that requires you be there by a certain time.

What you'll need

Information about how far you're traveling and how long it will take

What to do


1. Ask your children how far they think you are traveling. Meters? Kilometers? Miles?

2. Talk about how long it takes to get there. If it is 3:15 now, and it takes 45 minutes to get there, will we make it for a 4:15 appointment? How much extra time will we have? Will we be late?

These types of questions help children see the usefulness of understanding distance and time.

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Total It

This is a good game for practicing quick mental computation.

What you'll need

License plates

What to do


1. Call out the numbers on the license plate.

2. See who can add the numbers up correctly. What strategies were used? (Were the numbers added by 10's like 2 + 8; were doubles like 6 + 6 used?)

3. Try different problems using the numbers in a license plate.

For example, if you use the plate number L706 KKY, ask, "Using the numbers on the plate, can you:

Make a 1 using two numbers? Yes, 7 - 6 = 1.

Make a 1 using three numbers? Yes, 7 - (6 + 0) = 1

Make 13 using 2 numbers? Yes, 7 + 6.

Adapt the calculations necessary according to the license plates, and the child's ability.

The problem solving and computation going on in your child's head is very important. It helps your child be creative with numbers.

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Number Search

The object is to look for numbers around you: on cars, buses, and on foot.

What you'll need

Some type of transportation or

A place from which to observe

Paper

Pencil

Ruler

What to do


1. Create a chart that lists the numbers from 1-50.

2. Write down each number as family members locate that number
on a car, a sign, a building.

3. Write down phrases that have numbers in them such as "one-stop shopping," "two-day service," or "open 24 hours."

This is a great challenge for family members of all ages, because even young children can learn to recognize numbers.

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Math on the Go

In this busy world, we spend a lot of time in transit. These are some projects to try while you are going from place to place.

While you're moving, have your children keep their eyes open for:

* House numbers;

* Phone numbers on the sides of taxis and vans;

* Dates on buildings and monuments; and

* Business names that have numbers in them.

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