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Family Math
Objectives:
·
To hold a family math night for
families of K-3 students.
·
To increase awareness of
activities that support the mathematics standards and
assessment anchors.
·
To promote mathematical thinking
and communication through the power of family interaction and through the use
of technology and “hands-on” activities.
Download as Microsoft Word
Document:
Instructional Plan Template
Mathematics Governor’s Institute 2005
Names
of group members: Janet Blenheim, Marian
Good, Crystal Mueller, Sister Edward Quinn
Topic/Theme: Using Assessment Anchors to Organize a Family
Math Night
Level: K-3; can be adapted to other levels
Time
Element: Preparation—long range; Event: 1½ - 2
hours
NCTM
Standards Addressed: Numbers and
Operations, Measurement, Geometry, Algebra, Data Analysis and Probability,
Connections, Communications, Problem Solving, Reasoning, Representations.
PA
Math Standards Addressed:
à 2.1. Numbers, Number Systems and Number Relationships
à 2.2. Computation and Estimation
à 2.3. Measurement and Estimation
à 2.4. Mathematical Reasoning and Connections
à 2.5. Mathematical Problem Solving and Communication
à 2.6. Statistics and Data Analysis
à 2.7. Probability and Predictions
à 2.8. Algebra and Functions
à 2.9. Geometry
à 2.10. Trigonometry
à
2.11.
Concepts of Calculus
Math Assessment Anchors Addressed:
MA. Numbers and Operations
MA.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems.
MA.2 Understand the meanings of operations, use operations and understand how they relate to each other.
MA.3 Compute accurately and fluently and make reasonable estimates.
MB. Measurement
MB.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement.
MB.2 Apply appropriate techniques, tools and formulas to determine measurements.
MC. Geometry
MC.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and demonstrate understanding of geometric relationships.
MC.2 Identify and/or apply concepts of transformations or symmetry.
MD. Algebraic Concepts
MD.1 Demonstrate an understanding of patterns, relations and functions.
MD.2
Represent and/or analyze mathematical situations using
numbers, symbols, words, tables and/or graphs.
ME. Data Analysis and Probability
ME.1 Formulate or answer questions that can be addressed with data and/or organize, display, interpret or analyze data.
ME.3 Understand and/or apply basic concepts of probability or outcomes.
R3.A.1 Demonstrate the ability to understand and interpret fiction texts appropriate to grade level.
R3.A.2 Demonstrate the ability to understand and interpret
nonfiction texts appropriate to grade level.
Objectives:
- To hold a family math night
for families of K-3 students.
- To increase awareness of
activities that support the mathematics standards
and assessment anchors.
- To promote mathematical
thinking and communication through the power of family interaction and
through the use of technology and “hands-on” activities.
Instructional
Strategies and Plan (include strategies used to help different types of
learners, i.e. auditory, visual, etc):
A
Family Math Night will be held using the following format:
- An invitation will be sent
to all students’ families asking for their participation in this event.
- An introductory
presentation (via PowerPoint) will be given to welcome the families and to
give an overview of the format of the program and to give an introduction
to the Anchors. Have students do a
mathematical music presentation as part of the introduction (Musical/Rythmic Intelligence.)
- Stations will be set up
for each anchor, with sample activities addressing the anchor.
- Students will have
journals to record their experiences throughout the event. (Intrapersonal
Intelligence)
All
Standards and Assessment Anchors will be addressed at the various
stations. Following is a sampling (one
example for each anchor) of activities which could be used.
|
Assessment Anchor |
Standard |
Learning
Style/ Intelligence Addressed |
Instructional Strategies |
|
M3.A. |
Numbers
and Operations |
Mathematical/
Logical Bodily
Kinesthetic Interpersonal Intrapersonal Verbal/Linguistic |
Twenty-Four
Game—Addition and Subtraction |
|
M3.B |
Measurement |
Bodily-Kinesthetic Naturalist Mathematical/
Logical Interpersonal |
Using
measuring tape,
adding machine tape or yarn, measure the height of each family
member. Cut. Compare: -
height
to arm span -
wrist
to height; -
circumference
of neck to circumference of knee; -
length of foot to forearm. Record findings in math journal |
|
M3.C |
Geometry |
Visual Bodily-Kinesthetic |
Use
geoboards on the National Library of Virtual Manipulatives to create shapes. Have students demonstrate on SmartBoard/ interactive white board. |
|
M3.D |
Algebraic
Concepts |
Visual Mathematiical/ Logical Bodily-Kinesthetic |
Use
manipulatives to demonstrate the
balancing of equations on a balance scale.
Record the equations in math journal. |
|
M3.E |
Data
Analysis and Probability |
Visual Bodily-Kinesthetic Mathematical
/logical |
Using
templates, create fair and unfair spinners. Predict
outcomes; record predictions. Spin
10 times. Record
outcomes. Graph
results as a follow-up. |
Materials/Resources:
·
Materials: Manipulatives,
Computers, SmartBoard, Twenty-Four game cards,
musical CD, Journals, adding machine tape, yarn, balances, pencils, templates
and paper clips for spinners, crayons (optional), math literature, parent evaluation forms,
Sets of instructions, Anchors and Standards
·
Resources:
o http://techteachers.com/mathweb/familymath/
o http://www.buddyproject.org/resources/family/math/
o www.suelebeau.com
o Helping Your Child Learn
Mathematics.
o Taylor-Cox, Jennifer. Family Math Night.
Interdisciplinary
Connections:
·
o Have a display of math-related
library books available for families to enjoy.
o A set of instructions and
explanation of the standards and anchors will be posted at each station for the
parents to read.
·
Technology: National Library of Virtual Manipulatives (http://nlvm.usu.edu/en/nav/index.html
·
Other
o A musical presentation will be
incorporated into the introduction.
o The measurement and algebra
activities incorporate science.
Assessment
Strategies:
·
Formative
Evaluation (checking student understanding during the lesson):
o Student journal entries which can
be followed up with classroom activities
·
Summative
Evaluation (How will it be determined that the objectives were achieved?):
o Parent Evaluation and Feedback
Correctives/Remediation:
o Have staff and older
student-helpers available to answer questions.
Extensions/Enrichment:
- Follow up activities in
the classroom:
- Example: Make graphs of the measurements used in
the measurement center.
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected:
This event is not intended to address the needs of individual
students, but for students’ parents. The
special needs of these parents could be described as “those who know the math
content, but not the “why” of the math or the “how” it is being presented.”
·
Accommodations
to use with this student:
o Use color to categorize Anchors
o Group work
o Provision of directions
o Use of visuals, technology
o Use of journals to record
important processes
o “Hands-on” activities
o Accountability—use of journals
o Organization:
§
Establish
a routine for moving between centers.
·
Using
colored index cards, give each family a starting location by color.
·
Ring
a bell/announce a time for change to a new center.
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