Math In Everyday Life

 

 

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Parents fre­quently ask what they can do to help their child with math. I find that the most mean­ing­ful method is to seize upon those teach­able moments in every­day life. The fol­low­ing are some exam­ples that may or may not work for you and your child. It’s impor­tant to keep your child’s con­fi­dence level high. Pushing a child beyond what they are capa­ble of will do more harm than good, so take your cues from them and have fun with math in every­day life.

 

In an ele­va­tor
Notice the but­tons- Use the but­tons as a num­ber line, and ask

If the ele­va­tor stopped on the 4th floor and we hadto walk to the  6th floor, how many more floors would we have to walk?

Would we walk upstairs or down?

What is the biggest num­ber?

Compare sev­eral num­bers and put them in order from least to most and most to least

Walking in NYC
Looking at the street sign- we are on 14th street. How many blocks away is 10th street?

Getting Anything… Cookies, stick­ers, kisses
How many do you want?
What if I gave you
1 more/ less
2 more/less
3 more/less

Pretend Purchase
Pretend your child is buy­ing some­thing. Ask them how much they have? Then make up a price and ask if they have enough? Then ask how much more they need or how much left over money they would have.

Use actual pen­nies to work it out.

Sports

Compare points: who has more, how much more?

How much more does the los­ing team need to get to be equal or win?

Money

Teach the value of penny, nickel and dime.

Count by 1’s 5’s and 10’s.

Count by 5’s and 10’s and then add pen­nies.

 

In the Kitchen

Your child may not be ready to add frac­tions but expos­ing them to units of mea­sure will be help­ful.

Do they know the dif­fer­ence vetween a tea­spoon and table­spoon? Show them how many tea­spoons equal a table­spoon. If your child is ready see if they can fig­ure out how many ways to get 4 tea­spoons. Play with mea­sur­ing.

 

Food

Pizza or pies – ask ques­tions involv­ing a cer­tain num­ber of peo­ple eat­ing a slice and then how much will be left­over?

Throw in the word “each” as in if each per­son ate 2 pieces how much will be left­over. This requires three steps and under­stand­ing what “each” implies. First they have to count how many slices are in the pie, then add how much was eaten and finally sub­tract from the total. Using the real thing will teach this con­cept with rel­a­tive ease.

Cut things in half and dis­cuss equal parts.

Introduce halves and quar­ters.

 

Setting the Table

Ask your child to set the table but don’t give them enough. Then ask them how much more they need.

 

Games

Board and card games are won­der­ful oppor­tu­ni­ties to incor­po­rate math. You prob­a­bly do not want to inun­date your child with ques­tions and take out the play….. but once in a while ask

How much more does one per­son have than the other?

How many more spaces to get to the end?

What do the num­bers on the dice add up to?

 

Sharing

When you share some­thing with your child say: I have ___. If I give you ___ how many will I have left?

.….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….….…

Once you see the oppor­tu­ni­ties you will under­stand that there are end­less ways to teach math in every­day life. Keep it REAL, keep it FUN and keep it going.

 

 

 

 

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Confidence

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As a teacher and a par­ent, I know there is a fine line between authen­tic and non-con­di­tional praise. If every­thing is won­der­ful, than there is no con­nec­tion with true effort. Motivation may actu­ally be reduced and all the flow­ery words will become like back­ground noise; mean­ing­less. Appropriate praise with mea­sured encour­age­ment and cor­rec­tion will go a long way to help a child be moti­vated and develop a strong sense of self con­fi­dence.

As your child pre­pares for the kinder­garten entrance exam (gifted and tal­ented, ERB or Stanford Binet) keep in mind that the most impor­tant thing you as a par­ent can do is to teach your child that they are capa­ble. Attacking ques­tions that may be dif­fi­cult can cause a child to give up too soon and take a ran­dom guess. If a child feels that they have suc­cess­fully fig­ured some­thing out even when it ini­tially appeared out of their reach, they may be more likely to think clearly and be more accu­rate.

The dif­fer­ence of a few points may decide your child’s score and there­fore their options for kinder­garten.  If you work with your child at home you need to encour­age and instruct care­fully. A child wants to please their par­ent and will react more extremely to a parent’s efforts to cor­rect and instruct. A hearty dose of smiles, praise and a dash of instruc­tion is the key to rais­ing their level of per­for­mance and con­fi­dence.

Best of luck and let me know if I can help.

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ERB or Not To ERB

 

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The New York Times sent shock waves through the world of NYC preschool par­ents when it informed us of the end to the dreaded ERB test. The test was now not rec­om­mended by a panel of experts due to the vast amount of “prep­ping” going on and the unhealthy use of ERB scores as a way for par­ents to show­case their child’s bril­liance. 

My first reac­tion, as a tutor who, yes I admit it, helps to pre­pare chil­dren for the ERB was great. I hate the notion of test­ing and the ridicu­lous hoops par­ents and chil­dren must jump through just to get into a school that will be a pos­i­tive expe­ri­ence. But then real­ity set in. How will schools make deci­sions about who is accepted and who is not? Obviously schools can­not accept every­one so how will the new sys­tem work? I have asked sev­eral of the direc­tors at the schools who have decided to see how life with­out the ERB will unfold and it appears that much of the change will be in for­mat rather than con­tent. By this they mean that they will observe chil­dren at play, they will have infor­mal ses­sions with them and yes, an assess­ment will be made. Scoring will be vague, at least at first, and par­ents will be informed as to how well they did in sub­jec­tive terms. You can be assured that most, if not all, skills pre­vi­ously assessed will still be con­sid­ered.

As an ele­men­tary school teacher for over thirty years I can tell you most earnestly that screen­ing chil­dren prior to kinder­garten is impor­tant. Some chil­dren require spe­cial instruc­tion out­side of a main­stream class­room. It’s won­der­ful to have a nice blend of chil­dren with dif­fer­ent tal­ents and var­i­ous back­grounds.

I am totally in favor of some kind of screen­ing for every school. Eliminating the ERB’s is a step in the right direc­tion. Competition in NYC and par­ents using their chil­dren as tro­phies is another mat­ter com­pletely.

 

http://www.nytimes.com/2013/09/26/education/on-entrance-test-whose-days-appear-numbered-a-95-just-wasnt-good-enough.html?_r=0

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Kindergarten Decisions

The fol­low­ing is a piece writ­ten by a par­ent who strug­gled through the myr­iad of hoops prior to her child’s entrance into kinder­garten and then strug­gled with the deci­sion to take a cov­eted gifted and tal­ented spot or accept the ease and com­fort of a pri­vate school. I am post­ing this for all par­ents who just went through it and for par­ents who shortly will. It is well writ­ten, poignant and illus­trates the real­i­ties of the New York City school envi­ron­ment. In a recent phone call from a par­ent I lis­tened as she grap­pled with a dif­fer­ent choice: a gifted and tal­ented spot for both her twins or a spot in a closer school; a char­ter called Success Academy. I am so glad that both choices were accept­able. No mat­ter what school your child attends, their suc­cess and hap­pi­ness will largely depend on their teach­ers. Teachers will be happy and moti­vated at a school that respects its’ fac­ulty and oper­ates in a sen­si­ble man­ner. Make some effort to sur­vey the teach­ers and you will gain valu­able infor­ma­tion to help you decide your child’s next big step. Good luck and don’t for­get to breath and smile. . 

 

THE DECISION, IN RETROSPECT
By Anna Li

Today I vis­ited my daughter’s class­room for their end-of-the-year cel­e­bra­tion.  Her music teacher had pre­pared the stu­dents to sing two songs from The Sound of Music, in addi­tion to other orig­i­nal songs about their Kindergarten expe­ri­ences.  While they were per­form­ing, their com­puter teacher dropped by to make sure every­thing was set for the photo-mon­tage pre­sen­ta­tion.  Diplomas were handed out, bows were taken.  It was adorable and there were few dry eyes in the room. 

My daugh­ter goes to pub­lic school gifted and tal­ented pro­gram.

A year and a half ago I had planned and pre­pared and nav­i­gated through the Kindergarten appli­ca­tion process in New York City.  I went through reg­u­la­tions, appli­ca­tions, guide­lines, dead­lines, and more dead­lines, all the while keep­ing my child happy through­out the process as I cam­ou­flaged my anx­i­ety.  

Like some of you in New York City, we saved a spot with a deposit at a pri­vate school in the West Village, which we truly adored.  When we finally received our gifted and tal­ented seat assign­ment in the pub­lic schools, we com­pared both schools care­fully. We looked read­ing, writ­ing, math, lan­guages, arts, com­puter, sci­ences, phys­i­cal edu­ca­tion, nutri­tion, human­ity, and finally home­work load and com­mute. 

In the end, we felt both schools were on par with each other, account­ing for their dif­fer­ences: one offered for­eign lan­guage (pri­vate), the other: none.  One began com­puter in Kindergarten (pub­lic), the other, 2nd grade.  One had a pool and a bicy­cle-rid­ing pro­gram (pub­lic!)…  The list goes on.  I believe that par­ents will have to sup­ple­ment at any school, so we opted for the one that saved us $37,000 annu­ally. 

By now, you have made your deci­sion.  You did all your home­work, but hope­fully you were also warned by prin­ci­pals and par­ent coor­di­na­tors not to ignore the less obvi­ous, like home­work load, com­mute and per­son­al­ity of the school.  Your job was not to get your child into the best school; it was to get your child into the right school.

All year long, I’ve asked myself if we suc­ceeded in choos­ing the school in which our Lili was meant to be. 

Lili’s cur­rent edu­ca­tion is more rig­or­ous that that of our local school, and I can see the results.  She is cur­rently read­ing at almost sec­ond grade level, and she does writ­ing and math work­shops daily, which allow her to write sto­ries and express her­self more effec­tively.  The school also fills out her week with music, art, dance, the­ater, com­puter and cook­ing.  And she has made the kind of friends she’d stick up for in a play­ground.  

One of the biggest draws for us is that the school has a Kind and Gentle pro­gram, which they prac­tice daily.  (My daugh­ter loves school so much, that she makes her friends play “school” when she has them over on play dates.  This is tor­ture for her boy-friends, who I have over­heard ask, “Am I done yet?”)

Despite my daughter’s suc­cesses this year, there are, of course, some regrets I have about our deci­sion.  

First, I under­es­ti­mated the travel fac­tor in my child’s day.

I am one of the lucky moth­ers; the yel­low bus was not a prob­lem for my child.  Many kids cried and refused, adding an addi­tional com­mute to the entire family’s day.  However, the 40-minute ride home from school -and hers is by far not the longest- is in lieu of valu­able play­time.  By the time she returns home, all her neigh­bor­hood friends are well into their play dates.  On days when she has after-school, between travel time and home­work, there’s no time for play.  Plus she’s not just los­ing free time; her friend­ships are slip­ping away because she’s absent from the neigh­bor­hood.

I also didn’t quite real­ize what impact home­work would have on our sched­ule. Yes, she reads chap­ter books, and has cor­rect hand­writ­ing.  However, in order to do this, her school­days are more struc­tured, as are her after­noons.  Couple travel with home­work, and free time becomes a real chal­lenge.  Each week we take home read­ing, writ­ing, and math.  I say “we” because Lili and I are in it together.  Her angst is my angst, just as her joys are mine too. 

I will admit, Lili is on the verge of over-booked, although she has far less after­school than some of the other chil­dren in her class.  I man­age my daughter’s schedule/workload by moth­er­ing over­time to make sure she is happy, not just enter­tained.  I cam­ou­flage home­work to seem like it’s our game, which works most of the time.  I have her friends over so she can spend more time with them after doing home­work — I have an entire agenda, which includes every­thing from candy and sure-fire din­ners, to large-screen TV movie show­ings and marsh­mal­low dec­o­rat­ing.  I jump through hoops, basi­cally, because she is still just a five year old, albeit going on fif­teen.

As far as I’m con­cerned, Kindergarten is one of the last times a child has to be truly care­free.  Free play is invalu­able to a young child’s intel­lect, to her abil­ity to process what is hap­pen­ing to and around her. When we trade free play for struc­tured classes in the name of get­ting ahead, we are doing just that: get­ting ahead of our­selves.    

It may sound to you like I am not happy with my deci­sion.  On the con­trary: I am thrilled.  Yes, I mourn the sweet sim­plic­ity of a neigh­bor­hood expe­ri­ence for my daugh­ter.  But this first year has been a gift nonethe­less. Lili loved her teacher so much, she some­times called her Mama, and vice versa. She marched around those hall­ways and up and down the stairs like she owned the place.  She now wakes up and reads half a dozen books by her­self in bed, before begin­ning her day.

Ultimately, I won­der how this accel­er­ated early edu­ca­tion will affect her, or her future.  Will it make it eas­ier for Lili to get into a bet­ter mid­dle school?  Will we see a domino effect, thus help­ing her to an excel­lent high school?  Should I even be think­ing this far in advance?

I look back on last year, when I won­dered why I was jump­ing through all those hoops.  Now, as Kindergarten has come to an end, I am able to under­stand how my daugh­ter has grown, and learned to deal with her expe­ri­ences.  I real­ized, this past year, that the onus of choos­ing the right kinder­garten was about set­ting my child up for a life­time of not just learn­ing, but lov­ing to learn. 

Making the right kinder­garten choice is pos­si­bly one of the biggest edu­ca­tional deci­sions of a child’s life­time.  If they are in love with learn­ing in their early years, there’s no hold­ing them back.  Lili has found her spot at her Chelsea school.  She was just intro­duced to her First Grade teacher for next year, and now I’m find­ing pieces of paper from Lili prac­tic­ing writ­ing her name.  My daugh­ter is at home in her school, and that’s all I want for now.  Who knows where she will be for mid­dle school, but she has told me there are plans in the pipeline to be a pilot or a doc­tor.  As long as there’s a twirly skirt involved.

 

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Kindergarten Tip: While Waiting, Stimulate Language Skills

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I tutor chil­dren who are prepar­ing to take an entrance exam for kinder­garten. If a child is going to pri­vate school they usu­ally must take a test called the ERB. The ERB is heav­ily focused in lan­guage and even if a child is bril­liant, they will not score high if they do not express them­selves well. One activ­ity that chil­dren, who do not like to talk, find most repug­nant is list­ing prop­er­ties of items.

For exam­ple: Tell me every­thing you know about a dog, milk, the zoo?

A child may feel sti­fled and not be able to express them­selves even when they are com­pletely capa­ble. It is a skill that would be enhanced from daily prac­tice.

So when you are out and about, ask your child to tell you every­thing they know about any­thing. Use a visual that is in their envi­ron­ment. It could be a pic­ture on a bill­board or the real thing. Once they are com­fort­able with this activ­ity see if you can get them to eval­u­ate what attribute is impor­tant, spe­cial or unique and what isn’t. Saying a dog walks is fairly triv­ial com­pared to the attribute of bark­ing, it’s a pet, it has fur. Switch up the roles and take turns. Your child will love being the “teacher” and may get more insight from that van­tage point then when they were giv­ing the answers. 

Have a list of all the things you can do that is fun and edu­ca­tional and use it when you are wait­ing in line, in tran­sit etc.

Of all the skills tested on the ERB, lan­guage is one that takes the most time to ele­vate. Enjoy your time together and use it well,

 

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Kindergarten tip: aural reasoning or following directions

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Aural rea­son­ing and fol­low­ing multi-step direc­tions go hand in hand and is a crit­i­cal part of all kinder­garten entrance exams. Doing well in this area is also a pre­dic­tor of school suc­cess as chil­dren who can fol­low direc­tions will under­stand a teacher and their expec­ta­tions with­out the need for rep­e­ti­tion.

To help your child with this skill, try to increase the num­ber of steps in your ver­bal direc­tions and bring atten­tion to your child’s suc­cess. Be spe­cific about your praise by say­ing some­thing like: “I asked you to brush your teeth and put on your paja­mas and you did both things all by your­self.” or “The direc­tions were to write your name, draw a per­son and a house and you remem­bered to all three things.”

There is a chance that this activ­ity could also help your child focus on coop­er­a­tion and inde­pen­dence. Woo hoo.

 

 

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Prepare Your Child For Kindergarten: Reasoning Skills

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Prepare Your Child For Kindergarten

Reasoning is a skill that is embed­ded in all three kinder­garten exams.

Today’s tip is specif­i­cally about math­e­mat­i­cal rea­son­ing and build­ing num­ber sense.

There are many oppor­tu­ni­ties to strengthen your child’s sense of num­ber in every­day life.  Try to help your child ana­lyze and think more crit­i­cally about num­bers when you are in a sit­u­a­tion where peo­ple have unequal amounts of some­thing.

Let’s say you dis­trib­ute a snack like gummy bears or cheese crack­ers.

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It would be easy to ask one of the fol­low­ing:

Did you all get the same amount?

Who got more?

Who got less?

If your child is older, you can ask how much more would the per­son with less need to get to be equal with the other? If you ask the ques­tion a dif­fer­ent way it may be more con­fus­ing but that is the direc­tion you will even­tu­ally go: How much more did that per­son have? This skill may not be avail­able to your child at the present time so do not get frus­trated or press the issue. You can check in later to see if it is a con­cept that they are devel­op­men­tally ready for.

Elevators are a fun place to com­pare num­bers and us folks from the city spend plenty time in ele­va­tors. Identifying num­bers is a start but how about notic­ing how num­bers change as they get larger. What num­ber rep­re­sents the high­est floor? What num­ber is less than that. This is basi­cally a num­ber line in less lin­ear form.

Math is all around us. Why not take advan­tage of these nat­ural teach­able moments?

 

Visit me for more ideas that make sense.

goodparentsgreatkids.com

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Prepare Your Child For Kindergarten: Questioning

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Prepare your child for kinder­garten while read­ing.

Reading to our chil­dren increases and enhances a mul­ti­tude of skills such as vocab­u­lary build­ing, rea­son­ing skills and sequenc­ing to name a few. But this is some­thing that you can do to focus on an explicit skill that will increase your child’s score on any kinder­garten entrance exam.

As you read to your child take time to explore the illus­tra­tions. Then think of a ques­tion regard­ing the pic­ture and turn the page. Ask your child the ques­tion and see if they can answer from their mem­ory. This taps into and strength­ens their visual mem­ory.

For exam­ple if this pic­ture were in a book you could ask one of the fol­low­ing ques­tions:

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1. How many peo­ple were in the pic­ture?

2. What were they doing?

3. What instru­ments were they play­ing?

This can be very help­ful and fun but be aware that not all chil­dren may enjoy this. Please do not insist on play­ing this game if your child resists. Reading is too impor­tant to impor­tant to inter­fere with. There are many other activ­i­ties that can accom­plish the same goal. However, if your child enjoys it, it would be help­ful to include it in your read­ing rou­tine once or twice while read­ing a book.

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Curiosity

 

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As a mom, I am well aware of the nat­ural curios­ity of chil­dren. Why this and why that could just about drive even the most patient par­ent insane. But what hap­pens once a child starts school? 

Though teach­ers encour­age ques­tion­ing, at least the good ones do, most chil­dren begin to switch from won­der­ing to want­ing to know the right answer. Parents must be vig­i­lant so their chil­dren will grow and learn rather than accept and con­form.

The fol­low­ing is an inter­est­ing arti­cle that starts this con­ver­sa­tion.

http://www.parentinvolvementmatters.org/blogs/creative-thinking-96.html

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