literature + math = a perfect match
TRANSCRIPT
Math + Literature =
A Perfect MatchRachel Eure
Roanoke Rapids Graded [email protected]
Myrna GoldbergNorthampton County Schools
http://tinyurl.com/literature-math
But isn’t this MATH class??But isn’t this MATH class??
• Real-world contexts can give students access to otherwise abstract mathematical ideas. Contexts stimulate student interest and provides a purpose for learning. When connected to situations, mathematics comes alive. Contexts can draw on real-world examples.
But isn’t this MATH class??But isn’t this MATH class??
• Communication is essential for learning. Having students work quietly-and by themselves-limits their learning opportunities. Interaction helps children clarify their ideas, get feedback for their thinking, and hear other points of view. Students can learn from one another as well as from their teachers. Communication in math class should include writing as well as talking.
Ways to use literature in the mathematics classroom to Ways to use literature in the mathematics classroom to enhance students’ learning experiences: enhance students’ learning experiences: •To provide a context or model for an activity with mathematical content
•To introduce manipulatives that will be used in varied ways (not necessarily as in the story)
•To inspire a creative mathematics experience for children
•To pose an interesting problem
•To prepare for a mathematics concept or skill
•To develop or explain a mathematics concept or skill
•To review a mathematics concept or skill
The 8 Mathematical Practicesof Common Core Standards
• Make sense of problems and persevere in solving them.• Reason abstractly and quantitatively.• Construct viable arguments and critique the reasoning of
others. • Model with mathematics.• Use appropriate tools strategically.• Attend to precision.• Look for and make use of structure.• Look for and express regularity in repeated reasoning.
“Math Curse”
Create a word problem that could be solved by dividing a three digit dividend by a two digit divisor.
Estimate the answer to your problem. Explain your strategy.
Solve your problem. Show your thinking.Use a different method of solving your
problem to check that your answer is accurate. Explain your strategy.
“The Wishing Club”
Twin eight-year-olds were needed in the story when the children wished for a pig. Can you think of any other combinations of ages in a family that would have allowed them to make a wish and get a complete animal? Explain your thinking.
What strategy did you use to solve this problem. Why?
“The Wishing Club”What would happen in this situation if the family
had children of different ages who wished on the magic comet? For example, if there were three children in the family aged two, five, and ten and they wished for a one hundred piece jigsaw puzzle, how many pieces of the puzzle would they get in total? What combination of ages would they need to get a complete jigsaw puzzle?
Explain your thinking and the strategy you used to solve this problem.
“A Remainder of One”
Choose one of the following numbers: 18, 24, or 30.
What about if there were this many bugs lining up to march past the queen? How many different ways could they line up in equal rows so that Joe wouldn’t be left as the remaining bug?
Use pictures, numbers, and/or words to show how you solved the problem.
“The Greedy Triangle”
1. Work with a partner. Use one rubber band to make a quadrilateral on your geoboard.
2. Record your quadrilateral on geoboard paper.3. Make and record as many different
quadrilaterals as you can.4. Cut out your quadrilaterals and sort them by
the number of pairs of parallel sides they have.5. Paste your groups onto a sheet of paper.
Name each group.
“Hampster Champs”Work with a partner. Sit side by side with a divider standing
between you.Player 1: Using a protractor draw and label an angle in
each space on your grid without letting your partner see your work.
Player 1: Give instructions to your partner on how to draw angles to match your grid. Use the names and measures of the angles, along with the positional language to describe where to place them.
Remove the divider and look at the two grids to see how closely the match.
Swap roles and play again.
“Give Me Half”
Fold and cut your paper pizza into two equal slices (halves).
Use your pencils or crayons to draw a different topping on each slice of your pizza.
If you cut the pizzas into four equal slices (quarters) would the pieces be the same size, smaller, or larger than the two slices?
Explain your thinking.
“Among the Odds & Evens”
Work with a partner. Investigate whether the sum is even or odd when you add the following:
odd number + even numberodd number + odd numbereven number + even number
Try at least ten pairs of numbers for each investigation.
Explain your findings?When might this information be useful?
“The Doorbell Rang”Choose one of the following numbers: 16, 24, or
32.Suppose you had this number of cookies. How
many friends could you share them with so that you all had the same amount?
Show as many different solutions as you can. Use pictures, numbers, or words to explain your thinking.
How do you know that you have found all the possible solutions for the number you chose?
“Measuring Penny”
Work with a partner. Select five small classroom objects to weigh on the balance scales.
Measure each object twice, first using paper clips and then using grams (g).
Record your findings in a three column table with the headings: Object, Non-Standard Unit (Paper Clips), Standard Unit (grams).
Record three comparative statements about your data.
“Spaghetti and Meatballs for All”You have been asked to design an enclosure for a zoo
animal with an area of 40m squared. You need to consider:
- What type of animal are you designing the enclosure for?
- What shape will the enclosure be?- What other features need to be included in the
enclosure?
Draw two possible enclosures. Be sure to include measurements.
Which enclosure do you think would be most suitable for the zoo animal you chose? Explain your reasoning.
“Amanda Bean’s Amazing Dream”
Which has more chairs – 8 rows of 2 chairs or 3 rows of 6 chairs?
Which has more books – 7 shelves with 4 books on each shelf or 6 shelves with 5 books on each shelf?
Use pictures, numbers, or words to explain your thinking.
Write and solve your own “Which has more?” problem.
“If You Made A Million”Work with a partner to solve the following
problems:Which would have more money:
a.) a stack of pennies that is 1 inch tall or a row of pennies that is 1 foot long?b.) a stack of nickels that is 1 inch tall or a row of nickels that is 1 foot long?c.) a stack of dimes that is 1 inch tall or a row of dimes that is 1 foot long?
Record your findings in a table and write about what you notice.
“100 Hungry Ants”Choose one of the following numbers: 12, 24, or
36Suppose that there were this number of ants
going to the picnic. How many different ways could the ants arrange themselves into equal rows?
Draw an array and write a number sentence for each solution that you find.
How do you know that you have found all the possible solutions for the number that you chose?
“Each Orange Had 8 Slices”
Choose your favorite problem and solve the number story and explain your thinking.
Write two number sentences of your own like the ones in the book.
Include an illustration and solution for each number story that you write.
“What Comes in 2’s, 3’s & 4’s?”Choose a number from 1 – 12. Generate a list of
items that come in that number as a set.Color on a 100’s board all the multiples of that
number.Using your list, create word problems that use
those items. Explain your thinking using pictures, numbers, or words.
Check your answer using the 100’s chart.*A multiplication book may be created for the class
or for individuals.
“A Place For Zero”Zero learns that Count Infinity can easily make
new numbers in his machine, the Numberator. When he puts in two ones, he gets a new two.
Generate some ways that Zero can help Count Infinity get the same number as he puts in?
Generate some ways that Zero can help Count Infinity get zero?
Use pictures, numbers, and/or words to show your thinking.
Math Literature Series
• Math Start by Stuart Murphy• Pigs series by Amy Axelrod
Why Literature in Math?
Literature is effective for :• teaching students important and basic
math concepts and skills.• motivating them to think and reason
mathematically.• engaging them in problem solving.• building an appreciation for both
mathematics and literature.
Helpful WebsitesHelpful Websites• http://letsreadmath.com/math-and-childrens-literature/• http://new-to-teaching.blogspot.com/2011/10/math-read-alouds.html• http://www.studentreasures.com• http://store.aimsedu.org/aims_store/literature-links• http://www.studentreasures.com• http://www.livingmath.net/ReadersbyConcept/tabid/268/Default.aspx• http://teachers.redclay.k12.de.us/pamela.waters/math/literature.htm• http://fcit.usf.edu/math/resource/bib.html• http://teacher.scholastic.com/reading/bestpractices/pdfs/
mbmath_TitleList.pdf (book list by concept/skill)• http://teacher.scholastic.com/reading/bestpractices/movies/
popup_MB_1.htm• http://teacher.scholastic.com/reading/bestpractices/movies/
popup_MB_2.htm
•http://mathsolutions.com/qa-effective-math-instruction-using-childrens-literature/•http://mathsolutions.com/documents/2005_Teach_Math_Article.pdf•http://www.teachhub.com/using-children%E2%80%99s-literature-motivate-math-lessons•http://www.naeyc.org/files/yc/file/200301/MathGames.pdf•http://mathwire.com/literature/litmoney.html•http://mathwire.com/literature/literature.html check out •http://mathwire.com/money/nameworth.pdf use with chrysanthem•http://www.sanchezclass.com/curriculum/Math%20Literature%20Connections.pdf good booklist with standards
Remember to….
• Emphasize children’s reasoning.• Ask students to communicate their
thinking and solutions.• Encourage discussions among students.