Improving Access to Mathematics:

Strategies for Secondary Students

Presented byHeather Sparks, NBCT2009 Oklahoma Teacher of the Year

What makes math difficult?

Lack of prior knowledge Missing foundational skills Limited experiences with “doing”

math “One right answer” approach “Permission” to be “bad” at math Others?

STRATEGIES:1. Constant exposure to meaningful math

Every day, provide meaningful math investigations through manipulatives, games, puzzles, and stories.

Content example: True Blue Love Box Company

What’s My Rule?Two of Everything

True Blue

Trina wants to win a goldfish at the carnival. In order for her to win, she needs to pick 2 blue tiles out of the “True Blue prize bag,” without looking. If the prize bag contains 3 blue tiles and 3 red tiles, what is the probability of winning the game?

Predict the number of wins you willget in 40 trials. Then, conduct the trialsand record the outcomes.

Love Box Company

Love Box Company wants to create a box that holds 24 cubic inches. Each square inch of cardboard costs the company $.005. What are the dimensions of the least expensive box the company can create?

What’s My Rule

n y

1 9

3 7

6 4

0

10

n y

7 13

45 89

10 19

100

7

n y

24 3

80 10

240 30

56

1

n y

6 8

7 9

8 10

88

2

STRATEGIES:2. Allow students to verbalize their thinking

Every day, expect students to explain theirthinking.

Content example: Two-dice sum Sense & Nonsense

Farmer John NIM

Our Winners! 1 2 3 4 5 6 7 8 9 10 11 12

Sense & Nonsense

1. Mr. Bragg says he’s right 100% of the time. Is he bragging? Why?

2. The Garcia family ate out last Saturday. The bill was $46. Would a 50% tip be too much to leave? Why?

3. Ellen loaned Me’Shell one dollar. She said the interest would be 75% a day. Is this a pretty good deal for Ellen? Why?

4. Daniel missed 10 problems on his science test. Do you think his percentage is high enough for an A? Why?

5. Rose has a paper route. She gets to keep 25% of whatever money she collects. Do you think this is a good deal? Why?

Farmer John

Before planting the Spring crops, Farmer John needs to determine how many acres will be allocated for his vegetables. He decides to plant 5% of the area with onions, 20% with tomatoes, 25% with egg plant, 25% with corn, and 25% with carrots. The number of acres for each crop must be whole numbers. Help John determine the minimum number of acres that will be planted and the acreage allotted to each vegetable.

Onions= tan Corn= yellowTomatoes = red Carrots= orangeEgg plant = purple

John must also consider that different plants have different space requirements. Use the rods to represent the required space as follow:

NIM

Select a partner and count out 21 beans.

One partner begins by selecting 1, 2, or 3 beans from the pile.

The second partner then takes 1, 2, or 3 from the remaining beans.

The person who takes the last bean loses!

STRATEGIES:3. Provide for meaningful use of manipulatives

Manipulatives should be available and integratedto every math lesson.

Content example: Showing HalfExtend & Explain

Animal Action Stadium Flip Cards

STRATEGIES:4. Help students develop “bridge” tools

Students should be taught specific strategies toimprove memory and understanding

Content example: Order of Operations Chant Integer Song Do/Undo Equations Algebra Aerobics

Order of Operations Cup Chant

Paren- theses clap clap

Ex- po- nents tap tap tap (the top of the cup)

Multi ply, Divide clap grab cup’s bottom, pick up and move cup right

Add, Subtract clap grab cup with thumb side down

Left to right,Bring open mouth of cup to left hand touch bottom of cup to table

Order’sTransfer cup to left hand by grabbing the bottom of the cup

on your side!Right hand slaps table Left hand crosses over & puts cup down

(Tune: Row, Row, Row Your Boat)

Same signs, add and keepDifferent signs, subtractKeep the sign of the larger numberThen you’ll be exact!

Integer Song

STRATEGIES:5. Create “reference” resources

Students should maintain a math journal to recordand store math resources.

Content example: Big InchExponent rule foldable

0 112 2

2

14

24 4

4

34

18

28

38

48

58

68

78

88

116

216

316

416

516

616

716

816

916

1016

1116

1216

1316

1416

1516

1616

The BIG Inch

IdentityProperty

Integer Rules Foldable

What patterns do you notice?

A. a3 a2 = a5

B. a4 a3 = a7

C. a5 a1 = a6

D. a3 a5 = a8

E. a6 a7 = a13

l

l

l

l

l

Integer Rules Foldable

What patterns do you notice?

A. m5

m2 B. m7

m3 C. m10

m4 D. m6

m4

= m3

= m4

= m6

= m2

Integer Rules Foldable

What patterns do you notice?

24

23

22

21

20

2-1

2-2

2-3

2-4

=16= 8= 4= 2=====

Comments & Questions?

This presentation and other resources are available at

www. hisparks.com