## New Twist to Curriculum Night

My school’s curriculum night took place last Tuesday. Like past curriculum nights, I had a presentation prepared and intended on having it last around 20 minutes or so. The majority of my class parents visit during this time to discuss class curriculum, policies and happenings for the new school year. The presentation went as planned for the first 15 minutes or so. I fielded a few different questions and landed on my last slide for the night. This slide is actually from a Tweet Fawn sent out.

I left the slide up for a few seconds so the parents could process the information. I did get a few strange looks from parents and knew I had to clarify what the slide meant. After about 10 seconds of silence I went into explaining what each section meant to me.   My paraphrased comments are below each section.

I feel like parents and teachers attempt to help whenever the need arises. It’s innate to help when our kids struggle. We’ll even show the student a process or way to complete the problem. Instead of doing this I’d like to suggest that as a team, we help students develop individual perseverance. It’s okay to help, but let’s not complete problems for students. This doesn’t help them long-term in having students develop a conceptual understanding of particular math concepts. Give students opportunities to struggle and develop their own math identity.

1. Asking them to make estimates often

At a very young age we ask students to estimate. One way in which we practice this skill is through Estimation180. Students are asked for a low, high and just right estimate. Ask your child to create similar estimates at home and in the community. One benefit is that students start to identify when their estimates are reasonable or not. This “reasonableness” plays a role in students’ understanding of the magnitude of estimates. So many opportunities exist to make estimates. Carefully pick situations where your child can make estimates with a variety of units.