# Trainings

Yours was one of the only workshops I’ve attended in my long educational career that I could go back to the classroom and put into action the very next day. It was awesome to have information I could really, really, really use!

Adult Educator, Baton Rouge, LA

Thank you for a most useful presentation at CAEPA this year. Even though I don’t teach “fractions” as a regular part of my ASE curriculum, I do teach an ABE class, and fractions are part of that curriculum. During your workshop, I picked up several techniques not only for teaching fractions/decimals/percents, but also to help me understand what it is that a student might be misunderstanding about those concepts.

Adult Educator, Durango, CO

Contact us for information on bringing these trainings to your school or parent group.

### Number Sense: A Simple Tool that Uncovers It

How adults place five non-consecutive whole numbers (between 0 and 20) on an empty number line reveals their sense of number relationships. Learn the two concepts of number sense that many adults lack: (1) a physical sense of the equal distance of 1 between consecutive counting numbers; (2) part-whole coexistence. Learn to use and interpret the Number Line Assessment, a research-based tool that takes 5 minutes to administer, that reveals whether students have these concepts and that will tell you where to begin math instruction with a student.

*For a research report, see*: http://files.eric.ed.gov/fulltext/EJ1072923.pdf

### The Big Picture in Math: Four Concepts the Books Need to Teach

Math books assume certain understanding by students, even at the lowest level. Concepts introduced early in elementary school may not be presented in enough detail later on for people who did not get the concept in the early grades. Participants will learn what the concepts are (1: the meaning of =; 2: counting spaces on the number line [needed to understand negative numbers and coordinate grid]; 3: part-whole thinking; 4: properties of 1 [needed to understand equivalent fractions]) and will practice introducing them with physical examples that connect to each student’s life and experience.

### Math Anxiety: Taming the Beast

Math anxiety (and all test anxiety) is a form of performance anxiety. Participants will learn some of the causes (i.e., youngest student in the class; math-phobic teacher or parent; negative feedback from instructor) and ways to get around that emotional block.

### Math in Everyday Problem-Solving

Current math texts ask students to choose the operation for a math question, often relying on key words, and then to fit the numbers into that operation. A better approach is to identify the number relationships first, and to choose the operation based on those relationships. Learn to use this approach, based on part-whole thinking to tackle multi-step problems that are based in everyday situations at home or at work.

### Up, Down and Sideways: Teaching Geometry

Help students gain a physical feel for geometric shapes and angle relationships. Learn to use the “Find the Part or Find the Whole” model of problem solving with geometry problems. You will: deepen your own understanding of how geometry describes physical space; connect physical shapes and vocabulary; gain understanding of the use of proportions to solve problems involving similar shapes; and practice HSE-style geometry problems.

### Fractions, Decimals, Percents: Teach Them so Students Understand Them

Students may think of fractions, decimals and percents as three different kinds of numbers. They are not! The presentation will focus on the three as different representations for the same amount. In hands-on activities, participants will: 1) learn to use the Properties of 1 to teach equivalent fractions; 2) learn to relate the size of fractions, decimals and percents of the same amount; 3) learn to use proportions (equivalent fractions) to set up and solve all percent problems.