Dear Parents and Guardians,

We are trying out a new problems solving station at school.  This is part of our new venture at Jefferson elementary to give students extra practice with critical thinking skills.  I have created a Problem Solving Station for our students in grades 1-5 that is located outside of my room, C13.  This is a voluntary program that is meant for extra practice.  If your child chooses to participate, they can do so at any point this school year and they can be as active in this as time and their schedule allows.  This does not take place of assignments that are sent home from the classroom.  It is meant to be fun and educational.

How does this work:

1. Student selects a problem set from their grade cluster.

2.  The problems themselves are leveled.  Each problem has a star next to it. 

     1 star is easy - 4 stars is difficult.

3.  The student completes these problems on their own time, no deadline.           

     He/she doesn't have to complete all the problems, if the 4 star problems are   

      too challenging  then they can be skipped.

4. Once the student completes the problems, then he/she can bring the    

     problems back to me.

5. For every 10 stars that are earned, the students get to visit my prize box.

Jefferson Problem Solving Station

Dear Parents and Guardians,

We are trying out a new problems solving station at school.  This is part of our new venture at Jefferson elementary to give students extra practice with critical thinking skills.  I have created a Problem Solving Station for our students in grades 1-5 that is located outside of my room, C13.  This is a voluntary program that is meant for extra practice.  If your child chooses to participate, they can do so at any point this school year and they can be as active in this as time and their schedule allows.  This does not take place of assignments that are sent home from the classroom.  It is meant to be fun and educational.

How does this work:

1. Student selects a problem set from their grade cluster.

2.  The problems themselves are leveled.  Each problem has a star next to it. 

     1 star is easy - 4 stars is difficult.

3.  The student completes these problems on their own time, no deadline.           

     He/she doesn't have to complete all the problems, if the 4 star problems are   

      too challenging  then they can be skipped.

4. Once the student completes the problems, then he/she can bring the    

     problems back to me.

5. For every 10 stars that are earned, the students get to visit my prize box.

November Math Puzzle Grades 2-5

Grade 2 and 3

Using the digits 2, 4, 0, 1, 3 and 8 only once, make two 3-digit numbers that will result in the smallest sum.  (you can’t put the 0 in the hundreds place)

Grade 3 and 4

Using the digits 2, 4, 0, 1, 3, 5, 7 and 8 only once, make two 4-digit numbers that will result in the smallest sum.  (you can’t put the 0 in the thousands place)

Grades 4 and 5

Using the digits 0,1,2,3,4,5,6,7,8 and 9 only once, make two 5-digit numbers that will result in the smallest sum.  (you can’t put the 0 in the ten-thousands place)

"New Way" of Learning Mathematics

New Way of Learning Mathematics

When we attended school a child’s success in mathematics was measured by his or her ability to memorize procedures and algorithms.  If a students could apply the right algorithm to the right questions he/she would get a passing grade; as a result most adults today do not have fond memories of their math class because math was not meaningful.  Luckily for our children this pedagogical approach has changed.  The educational reformers have realized that “students' ability to provide correct answers is not always an indicator of a high level of conceptual understanding.” (Standards 2000 Discussion Draft, page 33.)* Teachers are asking their students to make meaning of what they are learning with the belief that math is logical and should make sense. Although algorithms do have a place in our curriculum, it is not taught until students are developmentally ready and are first given ample time to learn mathematics conceptually (grades K-4/5).

    What does your child’s math class look like now?    Discussion, exploration, questioning is the basic structure of math class.  Simply having the “correct answer” is not sufficient anymore.  Students are asked to explain their thinking, to prove why their solutions are correct and be able to demonstrate understanding using a variety of methods.   Teachers are continually providing learners with experiences that offer opportunities for new understandings on the basis that there is always more than one way to solve a problem.  Students are also challenged to look at math as a necessary element in their everyday life (make real world connections).  Research has shown that students in a conceptually oriented mathematics class [such as the one described] outperform students in a procedurally oriented mathematics class on tests and on measures of attitude toward mathematics. (See, for example, Boaler, 1998; Cain, 2002; Fuson et al., 2000; Masden and Lanier, 1992.)

Ø  How can you support your child at home?  Avoid teaching your child the procedural strategies (algorithms) before they are taught in his/her classroom; instead encourage your child to use manipulatives, bases ten concepts, empty number lines and area model (for multiplication and division).  Below are some suggested easy-to-follow 2 minute instructional videos that can be found on YouTube that show how these strategies are taught:

1. Maths Made Easy NZ: Adding 2 Digit Numbers

2. Maths Made Easy NZ: Multiplying 2 Digit Numbers Using Place Value

3. Using Base 10 Blocks to Model Long Division by KellyHeartsMath

4. Subtraction using a Number Line by chandlertammy

If you have any questions about this shift in your child’s mathematical education please feel free to contact me at Jefferson Elementary.

Sincerely,

Victoria M. Saldana

Math Instructional Specialist

 * See more at: http://www.educationnews.org/articles/the-math-wars-conceptual-thinking-and-traditional-algorithms-.html#sthash.Jwg0421p.dpuf