Great summer websites for getting your kids involved with math and movement.

In this article in Teaching Children Mathematics, Andrea Christie Elkin recommends a website with simple activities to encourage mathematics and physical activity in the classroom: http://www.yourtherapysource.com/freestuff.html.

“Students Hop, Skip, and Jump Their Way to Understanding” by Andrea Christie Elkin in Teaching Children Mathematics, May 2012 (Vol. 18, #9, p. 524), http://www.nctm.org.

Lying

Weekly Tip from the Love and Logic^® Experts

One of our Facebook friends wrote, "Is lying about brushing your teeth something to drop for my 11-year-old son? As we are pressing into the teenage years I am questioning what is worth not letting go because it is still lying which I don't want to condone."

Lying is unacceptable and wise parents don't ignore it or condone it. The wise parent does two things about lying.

#1. AVOID THE "DID YOU?" SITUATIONS

Very few humans, including adults, are like young George Washington in the cherry tree story. Most people, including children, tend to lie to protect themselves. If the youngster didn't brush his teeth, and the parent asks, "Did you brush your teeth?" the answer will probably be a lie. So, why ask in the first place?

A better approach might be to say, "I hope you're protecting your teeth by brushing. I've been a little worried for you since I pay for the good dentist reports and you pay for the bad ones. I hope you get a good report from the dentist."

And yes, a Love and Logic parent would have the child pay for the bad report. We don't make hollow threats. Remember that sincere empathy precedes the consequence. "How sad, a bad dentist report. Do you want to use your allowance money or what? Could you use a hug?"

#2. LYING EARNS CONSEQUENCES

In the event that a child tells a lie, the generic Love and Logic consequence, called the "Energy Drain" technique, can be used.

"Son, I know that you lied to me about talking back to your teacher. That's not acceptable in this family. I spent a long time on the phone talking with your teacher about your behavior, and didn't get my own work accomplished. I'll let you know later how you can replace the time and energy I used up dealing with this."

This boy can do some housework to replace the parent's "drained energy."

You can hear more about dealing with this problem on our audio CD, Childhood Lying, Stealing and Cheating.

Thanks for reading, and remember that the child's job is to test the limits, and your job is to enforce them.

Jim Fay

Our goal is to help as many families as possible. If this is a benefit, forward it to a friend.

An interesting article on The Perils and Promises of Praise from Educational Leadership.

http://www.ascd.org/publications/educational-leadership/oct07/vol65/num02/The-Perils-and-Promises-of-Praise.aspx

It was a busy and eventful week at Fisher so I know everyone is ready for the three day weekend. I spent some of today watching the first grade teachers and students release butterflies that had hatched this week. It was great to see how excited and inquisitive the students were as they asked questions of their teachers and made scientific observations, all while using butterfly vocabulary. The joy on the students' faces was priceless!

I also participated in an egg quiz that one of our Kindergarten teachers had given her students to complete with their parents while visiting her blog at home. During the quiz, you were given a set of 14 egg photos. You then had to identify the oviparous animal that you think matched which egg. It was a really hard quiz, but with a little help from Miss Caras' sweet kindergartners, I was able to get 4 out of 14 egg matches correct. As one of the kindergartners told me, "At least you got 4 right." Yes, only 4!!

What a great way to end a Thursday.

Remember, no school on Friday, April 6. Everyone have a great weekend!

Interesting read called How the Brain Reads Words.

http://www.time.com/time/covers/1101030728/brain/brain.swf

Young children who are used to clear rules and consistent consequences are less likely to risk using alcohol and other drugs as they get older. They are also more likely to have the self-confidence to say “no.” On the other hand, studies show that children are at greater risk for drug abuse in homes where punishment is too severe or where there is no discipline.

Below are tips on using rules with your family.

Discuss how rules protect health, safety, and the rights of children and others. Let children know you love them too much to let them take dangerous risks or get into trouble. Set rules to help them take care of themselves, avoid dangerous situations, and respect themselves and others.

Discuss how different families have different rules. Let your child know that, in different houses and in different countries, families may have different rules. In your family, your child follows the family’s rules.

Discuss your rules and expectations in advance. Make clear rules with your child. Make sure everyone understands the consequences for breaking the rules. Don’t make too many rules; you might not remember or enforce them all consistently.

Follow through with the consequences. Children need to know that rules are enforced. Young children test their boundaries. Clear negative messages let them know potential dangers.

Don’t make any rules you do not intend to enforce. Rules without consequences have no meaning for children, so set rules you know you can and will enforce.

Don’t impose harsh or unexpected new punishments. Stick to consequences that have been set ahead of time. Be sure that anger doesn’t influence your discipline. If you need one, give yourself a “cooling off” period before confronting your child.

Praise children when they follow the rules. Positive reinforcement helps them develop self-confidence and trust in their own judgment.

Watch your thoughts,

for they become words.

Watch your words,

for they become actions.

Watch your actions,

for they become habits.

Watch your habits,

for they become character.

Watch your character,

for it becomes your destiny.

http://www.bblocks.samhsa.gov/

Loved this article from our Parent Coffee on Reading with Your Child at Home.

http://www.scilearn.com/alldocs/rsrch/30388RAExtra10min.pdf

Math Resources for Parents

Would you like to know why math instruction at the elementary level looks different than it did when you were in school? Are you stumped by the strategies your child is using with math homework? Read on . . . .

At the end of this document, we have listed a variety of resources for those of you who are interested in reading about the scholarly basis for the change in mathematics instruction in recent years. For those of you who would like the brief version… the main point to remember is that children must understand the conceptual basis of numbers and procedures in order to be mathematical thinkers, a critical skill for the 21st century.

You might notice your child using one or more of the following strategies as they solve problems with basic number operations. Do not be alarmed! These strategies keep the “place value” meaning of numbers and are used to introduce operations before teaching students the procedure or algorithm (how you and I were taught to compute). Check out these videos on YouTube and read about some of the “whys” after you’ve watched the videos.

Teaching Strategies (Hold down the control key while clicking to access these videos.)

Addition and Subtraction

Partial Sums Addition

Partial Differences Subtraction with 2 Digits

Partial Differences Subtraction with 3 Digits

Subtraction using a Number Line

Addition using a Number Line

Multiplication

Multiplication with Area Model

Partial Product Multiplication with 2 Digits

Partial Product Multiplication-Box Method

Division

Division with Area Models

Division using Big 7 (Single Digit Divisor)

Division using Big 7 (Double Digit Divisor)

Teaching Conceptually

Why are students taught conceptually before moving to the procedure (or algorithm)?

• To understand the meaning, the use and connections between addition, multiplication, subtraction, and division;
  
  
• To understand the “why” and “how” of operations and not just memorizing steps (what most of us learned in school);
  
  
• To select from a tool kit of computational strategies (including mental computation) for each operation;
  
  
• To be proficient mathematicians;
  
  
• To promote students’ capacity to think flexibly of numbers as sums and differences of other numbers with all mental and written calculations².

Do we still teach the procedure? YES

• The procedure, also known as the algorithm, is sometimes a more efficient strategy for students when in written form.
  
  
• As students make connections and show understanding of the operation conceptually, teachers then instruct procedure (algorithm).
  
  
• Differentiated instruction in small group provides the flexibility for teachers to assess children’s readiness to move to the procedure.

Please contact your child’s teacher if you have questions or want to know more about math instruction in FISD. As always, we appreciate your partnership with FISD staff to ensure a quality education for your child.

Resources:

Elementary Math Curriculum Resources

Texas Essential Knowledge and Skills (TEKS):

Mathematical Texas Essential Knowledge and Skills for grades K-12

Investigations Parent Communication

Investigations

STAAR

State of Texas Assessment on Academic Readiness

Overview of the TEKS:

Mathematics Texas Essential Knowledge and Skills overview

Elementary Math Research of Best Instructional Practices

Investigations Research

Investigations

Today's Math

Article published by NCTM

Basic Facts

Research on learning the basic facts

NCTM.org

National Council of Teachers of Mathematics

Principles and Standards for School Mathematics:

Principles and Standards for School Mathematics

John A. VanDeWalle

Elementary and Middle School Mathematics Teaching Developmentally, John A. VanDeWalle

First Steps

First Steps in Mathematics

NSF.gov

National Sceince Foundation

TERC Link

TERC

National Academies

National Research Council

References:

¹VanDeWalle, John A. (2004.) Elementary and Middle School Mathematics Teaching Developmentally, p.6

²Department of Education and Training of Western Australia (2007). First Steps in Mathematics

Dear Parents,

Just a few carpool reminders to help our morning and afternoon carpool run a little more smoothly.

1. Please have your child enter and exit the car curbside.

2. Your child does not have to wait on Safety Patrol to exit the car.

3. Please do not pass cars that are lined up at the curb as you pass through the carpool lane.

4. Please stay in line and move with the traffic even though your child may already be in the car.

5. During afternoon pickup, please do not line jump by pulling in front of other cars that are already waiting in the pickup line.

6. To help with traffic flow, as you exit our campus, please do not turn left.

7. We ask that you do not use our back parking lot located off of Spindletop for morning drop off. 8. Also, please do not run over or move the cones that are placed there for student safety.

9. During afternoon carpool, if you are picking up and wish to park, please park in a parking spot and do not line up along the curb in the parking lot.

10. Please leave room for our buses.

11. Walkers-please use the designated crosswalks.

12. Please do not park in the carpool lane and get out of your car to pick up your child. If you need to park, please use a parking spot.

Thank you for your help!!