The sum of 40 plus 40 is 80.

Students’ methods of coming to that conclusion could be different than their parents.

To reach the answer through multiplication, students could times 40 by two.

To reach the answer through simple addition, the 40s could be lined up in a row with students adding the zeros then the fours to find the correct answer.

Now, throw in the wrench of having an accessible calculator and the answer can be found as quick as the numbers are typed.

And therein lies the conundrum for parents trying to help their children with math homework.

What’s the correct approach for little Johnny or Susie? Is there one way to find the correct answer or several possible approaches? Does the teacher expect to see how students came to the conclusion to make sure the calculator wasn’t used in place of long division? And, what do your students mean when they tell you they’ve never done long division?

That’s it — that’s why they didn’t pass the math portion of the WASL.

Relax folks.

Times have changed and so have the approaches to teaching math. No longer do most educators expect students to find the solutions the same way as we did in that pre-algebra class. Creative problem solving that was once frowned upon by teachers is encouraged and some parents find themselves lost when it comes to helping their students complete the required homework assignments.

That’s where community math nights enter the scene.

The recent event hosted by the Sedro-Woolley and Burlington-Edison school districts exceeded administrators’ expectations. Instead of the estimated 100 or so parents and students who were expected to attend, the auditorium at Sedro-Woolley High School was packed with a crowd of about 500 people.

And, according to those around the high schools the next day, students and teachers alike were buzzing with excitement about the evening’s success.

The two school districts plan to host two of these community math nights each school year. They hope to find solutions to bridge the gaps created by different teaching methods.

This is a win-win situation for the entire community. The more prepared these students are, the better they will do after graduation — either in college or as they enter the workforce. If students are getting both the preparation at school and the support with homework at home, they are more likely to be successful in other areas of their education.

For many of us, math was an intimidating class that didn’t have to be. I hope the new methods will create a generation who doesn’t fear math, but who embraces the various concepts.