Mental Math

Mental math is something we probably never heard about when we were in school. It was only as I became an adult that I became aware of how often I performed mathematics in my head. Even the simple tasks of remembering a running score in a ping-pong game, or adding up purchases in the variety store, were things I did all the time, without knowing that I was doing "mental math."

"Do it in your head," is the way we usually say it. But nowadays, the Ontario curriculum has named it "mental math."


So what exactly is mental math? And how can it be taught?

My goal is to help the kids learn and understand a variety of patterns, facts and relationships about numbers. These are very simple, basic facts, and they will provide a strong foundation for learning in later grades.

Some examples:

The +1 family:
Here's how it works. I say a number between 1 and 19. In your head, you perform [+1] and then say the resulting number to me. For example, I say, "Six." You say, "Seven." or I say, "Twelve." You say, "Thirteen."
It seems so easy! But this is a mental math skill that is priceless.

The +2 family:
It works the same way as the +1 family. For example, I say, "Eight." You say, "Ten."

The -1 family and the -2 family are next.

Stay tuned for more mental math ideas.
GB

Parent Engagement

This article was published in the recent newsletter of the Elementary Teacher's Federation of Ontario. GB.

Parent Engagement

by Debbie Pushor
University of Saskatchewan

A wealth of research concludes that students are more likely to be successful when their parents are engaged in their education. When parents are truly engaged, children:

• attend school more regularly;
• are better behaved;
• have better academic outcomes;
• have a greater sense of how to be successful in school; and
• are more likely to graduate and go on to postsecondary education.

In light of this evidence, parents may try to enhance the way they support their childrens' learning.

What can parents do that works?

It seems it is not particular parent actions, such as attending school functions, establishing household rules, or checking student homework, that make the difference. Instead, it is more subtle aspects of parent engagement that prove to be the most important - such as creating an atmosphere in the home in which education is valued, and in which high expectations and levels of support are established. When parent engagement is linked to teaching and learning it contributes to enhanced student results. The benefits are greater when the parent is not expected to act as another teacher.

What might this mean for me as your child's teacher?

1. I can encourage parents to be engaged in their children’s learning on their own terms and in ways that fit their place in their children’s lives - playing games, cooking together, enrolling their children in language, cultural, or extra-curricular activities, or family outings.
2. I can learn from parents and families about their lives out of school, in order to have realistic and practical expectations for home and school interaction.
   
3. Work with parents to analyze together student achievement results and jointly establish school priorities and growth plans.

Some interesting thoughts, which I support.
GB