Math in MACC 4/5 – a Q&A for Parents
Hello Everyone,
Given our many levels of math in MACC, I do things a bit differently than other classrooms to provide differentiation and challenge. So, here are a few reminders on how I do math:
Textbook, do we have one? It is my experience one textbook is not helpful to address all of our needs in MACC, and usually students do not find it engaging. Thus, I work from a variety of resources, some traditional and some of my own making, so we have materials to work with.
What level of math are we doing? Just a reminder that we do grade-level math for grade 4/5. That said, sometimes students are ready to talk about things above grade level, such as finding percentages or using exponents. I do discuss those things as we need them for applied math, or for math that connects with our conceptual unit. In the end, though, the focus for assessment is on the grade 4/5 material, and that is what we focus on finishing and reviewing more than the extra discussion items.
How is the main math practice and checking in done? Students participate in discussions, practice in their journals, and math activities with partners or the whole class. It is during those activities, and through the e-portfolio and projects, that I can see they are understanding math concepts. For example, in the SYSTEMS unit, we created a scatter plot graph together as a class, we did mean/median/mode through Skittles, we played Let’s Make a Deal and Rock Paper Scissors for probability, and we had discussions about graphs from the NY Times. All of these activities provide me with input about whether or not students are understanding the key concepts and material at the grade 4/5 level.
I see my child is bringing home some handouts. Some are challenging for them and they are unable to finish. Do I need to be concerned? I provide a variety of handouts to further practice things we have already done as a whole class. Some students fly through the handouts, while others may find them challenging or not have the time to finish them. It is okay. These are extra practice and challenges. Each child can finish what they have time for.
Do you mark all of the handouts? There are some handouts I specifically mark with the class, because they are at grade level. For example, in this last unit, we worked from the book Math on the Job: Keeping People Healthy, and we will go over each question from those, as it deals with grade-level measurement concepts. However, there was extra practice from three other books at a variety of different levels. These handouts take some time and are at different levels of difficulty. Students can finish what they can. I mark it for completion and look over them for general understanding of material. Students are welcome to use the books I have in class to mark their answers if they finish, and have completed all other required work.
How do I know how they are doing on math? I ask questions about their learning in their e-portfolios. I also ask students to apply what they have learned to a specific activity in class. Assessment is through e-portfolios, observation of their work in class, listening to their answers during discussion, and project work.
My child is feeling some frustration about the math, what can I do? In this group, there isn’t any student below proficient in math this year for grade-level concepts. So, it is important to remind your child they are doing well, and that this program is providing them with some challenge that can sometimes take them outside of their comfort zone. But, that is where new learning happens! If they are having too much trouble with the extra handouts, however, they need to be encouraged to either ask questions in class about questions they don’t understand, or put aside the math and move on to required activities.
How long should students spend on math at home? Each night, please use the 30-40 minutes as a guide for all work, not just math. Please have them work on the priority item first, which is anything with a due date indicated. For example, e-portfolio entries and projects take priority over extra practice for math. It is not my intention that any student stay up late or work beyond 40 minutes on math homework. If I feel students are doing this, and spending hours on math problems beyond their bed times, then I will hold back on offering some of the challenge opportunities so they do not lose sleep. Given we all have different needs in the group, I monitor the temperature of the class throughout the year and make adjustments as needed. Please help support this by limiting the time your child spends on extra challenge at home, encouraging a healthy routine of sleep, nutrition, and play, too!
If you ever have any questions about math, please let me know!
Ms. D