I'm happy to see "Everyday Math" throughout this book, there's so much we already do to construct numerate understanding!
-One literacy activity I use is "characterizing genres". For example all realistic fiction has a set of characteristics and all expository nonfiction has a set of characteristics, etc. Students learn the characteristics of the different genres. To support math numeracy we can organize and categorize the same way. For example categorize various concepts, patterns, relationships, etc. based on the characteristics.
-Another literacy activity I use often is compare and contrast two or more things (characters, settings, antagonist); sometimes we use a Venn diagram to do this, sometimes we use a different type organizer. We could compare and contrast so many things in math-algorithms, patterns, shapes, etc. using a Venn diagram or other organizer.
-In teams, students will act out the meaning of a vocabulary word (from the story of the week) and the rest of the class tries to guess what the word is. This could work with math vocabulary as well. For example the difference between sitting on the rug "area" or on the rug "perimeter". Students construct meaning by thinking through how to show it and visualizing how others will perceive it as well as seeing someone else's vision.
Three modified activities: 1-Writing using details/three things about setting or characters could be changed to writing three things about a square or three things about adding. 2-Daily review of reading vocab words could be changed to math vocabualry and giving definitions or using the math word in a sentence that makes sense. 3-Comparing and contrasting stories by different authors could be changed to comparing an contrasting math concepts like adding vs. subtracting or rectangle vs. square.
1. I have a daily time during my reading block where partners are given a question and asked to answer their question using a text. They use writing and drawing as response modes. It would be interesting to see partners given a story problem in any of our focus areas (addition/subtraction, geometry, fractions, telling time, etc.), and have partners solve and write/draw an explanation for their answer.
2. We play a weekly game with new vocabulary words where students have to write the word, draw the word, give a definition for the word, and use the word in a sentence. This would be a great way of working with new math vocabulary!
3. We play a “line-up” game to help understand story order. This could be adapted for math in several ways. Students could be given the steps for solving an addition problem using the number line, and put those steps in order. The activity could also simply be used to put numbers in order (especially when thinking about counting by 2s, 5s, and 10s not starting on a landmark).
1. Graphic Organizers We use Thinking Maps to organize our thoughts in reading. There are so many different ways to catergorize and sort, compare and contrast. I have seen examples of using the maps with math, but haven't tried it. I am excited to see how it will work this year! 2. Visualize We draw a lot in my class to show parts of a story. I will change this for math by having the students visualize their number story and draw their interpretation of it. 3. Vocab We collect words with the same sounds that the students see in their daily lives. I could do the same thing with math vocal, concept or number. Have the students find the concept, number or collection in their world and come back to class and report what they found.
--We use math Big Book stories and draw the word problems. --Retell the word problem --compare and contrast: shapes, operations, number patterns --descriptive writing/vocabulary development-writing to describe a math vocabulary word
I really liked the Albert Einstein quote,"It's not that I'm so smart, it's just that I stay with problems longer," at the beginning of Ch. 3 in my book. It reminds us to dig deeper into problems in the ways you all have described. We need to give students opportunities to describe, and hear others describe, the thinking process that leads to the final solution. We can lead the way by asking,"How did you do that?" or "How did you know that?" rather than simply giving feedback on the correctness of the final answer. Einstein's quote is also another reminder of the importance of stamina, as some of you mentioned in some of your earlier blogs.
We love using Venn diagrams to compare and contrast characters in a story. In math, I love the idea of using Venn Diagrams to compare and contrast numbers, polygons, angle relationships, shapes, etc. I feel like it would be a great visualization of the real similarities and differences among different math concepts.
We love playing vocabulary games throughout the week for our Harcourt stories. We draw them, act them out, and play Around the World. I love the idea of using the same activities with new math vocabulary instead especially because Everyday Math focuses on a common language throughout all grades.
We visualize in many of our stories to allow the students to really invest in the stories. I have tried using this for word problems before- draw a picture or act it out- because my kids really had a hard time thinking about how to go about solving word problems last year. I will definitely work on this a lot more in my classroom this year- for literacy and math.
Just as I teach reading vocabulary, I can teach math vocabulary. We can use these words to play vocabulary games or in puzzles to help reinforce the meaning. I would also include TPR to help the ELL students to understand and remember the words and meanings.
Another way is to use literature. There are many books that have been written to teach math concepts in a fun way. I know Sue Edgington bought a bunch when she was the librarian, but the titles escape me at the moment.
Using a Venn Diagram is always fun. I would be easy to incorporate this when talking about the characteristics of different shapes or objects.
Point out similarities and differences explicitly- In reading we talk about similarities and differences between characters, setting and theme. In math we can ask students to do the same thing in math while looking at operations or integers.
Vocabulary in an important part of comprehension of a reading selection so it will need to have a similar importance in math. We have a glossary in the back of our math notebook where we record new definitions.
I really liked the idea of creating metaphors to make connections in thinking. "How is area like a hat?"
I'm happy to see "Everyday Math" throughout this book, there's so much we already do to construct numerate understanding!
ReplyDelete-One literacy activity I use is "characterizing genres". For example all realistic fiction has a set of characteristics and all expository nonfiction has a set of characteristics, etc. Students learn the characteristics of the different genres. To support math numeracy we can organize and categorize the same way. For example categorize various concepts, patterns, relationships, etc. based on the characteristics.
-Another literacy activity I use often is compare and contrast two or more things (characters, settings, antagonist); sometimes we use a Venn diagram to do this, sometimes we use a different type organizer. We could compare and contrast so many things in math-algorithms, patterns, shapes, etc. using a Venn diagram or other organizer.
-In teams, students will act out the meaning of a vocabulary word (from the story of the week) and the rest of the class tries to guess what the word is. This could work with math vocabulary as well. For example the difference between sitting on the rug "area" or on the rug "perimeter". Students construct meaning by thinking through how to show it and visualizing how others will perceive it as well as seeing someone else's vision.
Three modified activities:
ReplyDelete1-Writing using details/three things about setting or characters could be changed to writing three things about a square or three things about adding.
2-Daily review of reading vocab words could be changed to math vocabualry and giving definitions or using the math word in a sentence that makes sense.
3-Comparing and contrasting stories by different authors could be changed to comparing an contrasting math concepts like adding vs. subtracting or rectangle vs. square.
1. I have a daily time during my reading block where partners are given a question and asked to answer their question using a text. They use writing and drawing as response modes. It would be interesting to see partners given a story problem in any of our focus areas (addition/subtraction, geometry, fractions, telling time, etc.), and have partners solve and write/draw an explanation for their answer.
ReplyDelete2. We play a weekly game with new vocabulary words where students have to write the word, draw the word, give a definition for the word, and use the word in a sentence. This would be a great way of working with new math vocabulary!
3. We play a “line-up” game to help understand story order. This could be adapted for math in several ways. Students could be given the steps for solving an addition problem using the number line, and put those steps in order. The activity could also simply be used to put numbers in order (especially when thinking about counting by 2s, 5s, and 10s not starting on a landmark).
1. Graphic Organizers
ReplyDeleteWe use Thinking Maps to organize our thoughts in reading. There are so many different ways to catergorize and sort, compare and contrast. I have seen examples of using the maps with math, but haven't tried it. I am excited to see how it will work this year!
2. Visualize
We draw a lot in my class to show parts of a story. I will change this for math by having the students visualize their number story and draw their interpretation of it.
3. Vocab
We collect words with the same sounds that the students see in their daily lives. I could do the same thing with math vocal, concept or number. Have the students find the concept, number or collection in their world and come back to class and report what they found.
--We use math Big Book stories and draw the word problems.
ReplyDelete--Retell the word problem
--compare and contrast: shapes, operations, number patterns
--descriptive writing/vocabulary development-writing to describe a math vocabulary word
I really liked the Albert Einstein quote,"It's not that I'm so smart, it's just that I stay with problems longer," at the beginning of Ch. 3 in my book. It reminds us to dig deeper into problems in the ways you all have described. We need to give students opportunities to describe, and hear others describe, the thinking process that leads to the final solution. We can lead the way by asking,"How did you do that?" or "How did you know that?" rather than simply giving feedback on the correctness of the final answer. Einstein's quote is also another reminder of the importance of stamina, as some of you mentioned in some of your earlier blogs.
ReplyDeleteWe love using Venn diagrams to compare and contrast characters in a story. In math, I love the idea of using Venn Diagrams to compare and contrast numbers, polygons, angle relationships, shapes, etc. I feel like it would be a great visualization of the real similarities and differences among different math concepts.
ReplyDeleteWe love playing vocabulary games throughout the week for our Harcourt stories. We draw them, act them out, and play Around the World. I love the idea of using the same activities with new math vocabulary instead especially because Everyday Math focuses on a common language throughout all grades.
We visualize in many of our stories to allow the students to really invest in the stories. I have tried using this for word problems before- draw a picture or act it out- because my kids really had a hard time thinking about how to go about solving word problems last year. I will definitely work on this a lot more in my classroom this year- for literacy and math.
Just as I teach reading vocabulary, I can teach math vocabulary. We can use these words to play vocabulary games or in puzzles to help reinforce the meaning. I would also include TPR to help the ELL students to understand and remember the words and meanings.
ReplyDeleteAnother way is to use literature. There are many books that have been written to teach math concepts in a fun way. I know Sue Edgington bought a bunch when she was the librarian, but the titles escape me at the moment.
Using a Venn Diagram is always fun. I would be easy to incorporate this when talking about the characteristics of different shapes or objects.
Point out similarities and differences explicitly- In reading we talk about similarities and differences between characters, setting and theme. In math we can ask students to do the same thing in math while looking at operations or integers.
ReplyDeleteVocabulary in an important part of comprehension of a reading selection so it will need to have a similar importance in math. We have a glossary in the back of our math notebook where we record new definitions.
I really liked the idea of creating metaphors to make connections in thinking. "How is area like a hat?"