math it really should just make sense

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MATH It Should Really Just Make Sense! February 2013 Grantsburg School District Billie Rengo-Literacy Coach Integrating Comprehension Strategies into Mathematics Instruction-Part I

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Page 1: Math it really should just make sense

MATHIt Should Really Just Make Sense!

February 2013 Grantsburg School DistrictBillie Rengo-Literacy Coach

Integrating Comprehension Strategies into Mathematics Instruction-Part I

Page 2: Math it really should just make sense

COMPREHENSION Comprehension

difficulties exist both in reading and in math.

Students might appear to understand mathematical operations.

Memorization vs. understanding

All of our comprehension strategies we use in reading can explicitly be taught in math

Result? Deeper understanding!

(Hyde, 2008) (Sammons, 2010)

Page 3: Math it really should just make sense

MAKING CONNECTIONS

KWL Anticipation guides Frayer model Math-to-self

connections Math-to-math

connections Math-to-world

connections(Sammons, 2010)

Image credit: makingconnectionsgroup.blogspot.com

Page 5: Math it really should just make sense
Page 6: Math it really should just make sense

Anticipation guides,

described by Laney

Sammons in “Guided Math: A Framework

for Mathematics Education,”

help you assess student prior

knowledge and design

instruction.(Sammons,

2010)

Page 7: Math it really should just make sense

Visualizing Visualize to

understand the problem

Visualize to represent the problem mathematically

Every mathematical symbol should be connected to a concrete representation

(Hyde, 2008)

Image credit: teacherweb.com

Page 8: Math it really should just make sense

Number Story Example

Image credit: www.presspubs.com

When the Grantsburg Pirates come out onto the court at the beginning of a game, the starting five are announced. Each player slaps a high five to each other player. What is the total number of high fives slapped by the starting five players? You count one high five when two players slap high fives with each other. (Hyde, 2008)

Page 9: Math it really should just make sense

W (What do I want to find out?)

C (Are there any special

conditions?)

K (What do I know?)

(Hyde, 2008)

Page 10: Math it really should just make sense

An example of a number story involving inferring

Image credit: maplelawndental.com

Mrs. Melin’s daughter Alivia just got her first tooth. Mrs. Melin is so glad that she bursts into tears at the very thought of it! In the last complete week, she used up 6 little packets of tissues per day. Each packet had 12 tissues in it.

Before solving the problem, create a question to end the story…

(Hyde, 2008)

Page 11: Math it really should just make sense

W (What do I want to find out?)

C (Are there any special

conditions?)

K (What do I know?)

(Hyde, 2008)

Page 12: Math it really should just make sense

PREDICTING

Math is the science of patterns 37, 47, 57, ___, ___,

87, ___, ___ ____ + ____=____

Our goal is to teach students to identify and complete patterns

Predictions should be based on evidence

Page 13: Math it really should just make sense

PREDICTING IN PROBABILITY… Scenario:

Divide the class up into groups of 3-4 students

Each student has a role (supplier, grabber, recorder, and reporter)

Each group is given an index card with a letter S-Z (which is taped to the table)

Suppliers come up and get a bag with a letter.

The teacher says “Inside your bag are 10 cubes, some red, some blue, some yellow.” (He/she then pulls out one of each color and drops it back in the bag). “You are not to look in the bag. Instead, you must take out 1 cube, record its color, and drop it back in the bag. Do this 25 times. Then analyze your data and predict how many of each color are in the bag.”

The group analyzes the results together and the reporter shares the group’s thinking with the class. (Hyde, 2008)

Image credit: mathcoachblog.wordpress.com

Page 14: Math it really should just make sense

INFERRING

In problem solving, teach students to re-examine their K-W-C to identify inferences (go through it line by line)

Inferences can cause inaccuracies (ex. A car travels at an average of 45

mph. A student might infer that it went 45 mph.)

(Hyde, 2008)

Page 15: Math it really should just make sense

PROBLEMS FOR 1ST GRADEExamples of problems that require inferring…

1. Kathy has 17 juicy jelly beans and Lenny has 8. How many more juicy jelly beans does Kathy have than Lenny?

2. Sally has 12 cookies and Kevin has 9. How many fewer does Kevin have than Sally?

3. Mary has 6 Britney Spears CDs. Alice has 3 more than Mary does. How many CDs does Alice have?

4. Henry has 4 Rambo DVDs. He has 2 fewer than Alan does. How many Rambo DVDs does Alan have?

5. Daly has 7 florescent gel-pens. He has 3 more than Laura does. How many florescent gel-pens does Laura have?

6. Danny has 8 markers. Larry has 4 fewer than Danny does. How many markers does Larry have?

(Hyde, 2008)

Page 16: Math it really should just make sense

REFERENCES

Hyde, A. A. (2008). Comprehending math, adapting reading strategies to teach mathematics, k-6. Greenwood International.

Sammons, L. (2010). Guided math: a framework for mathematics instruction. Huntington Beach, CA: Shell Education.