Math it really should just make sense part 2
13
MATH It Should Really Just Make Sense! April 2013 Grantsburg School District Billie Rengo-Literacy Coach Integrating Comprehension Strategies into Mathematics Instruction-Part 2
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This slideshare presentation is the second portion of a two part series. It reviews four comprehension strategies used in math (making connections, visualizing, predicting, and inferring) and then adds asking questions and synthesis. Arthur Hyde's book "Comprehending Math" is the foundation for this presentation.
Transcript of Math it really should just make sense part 2
MATH
It Should Really
Just Make Sense!
April 2013 Grantsburg School District
Billie Rengo-Literacy Coach
Integrating Comprehension Strategies into
Mathematics Instruction-Part 2
COMPREHENSION (REVIEW)
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)
IDENTIFY THE STRATEGY!
What are the
benefits to
doing
anticipation
guides?
What are these students doing?
What is a potential
drawback of this
strategy in math?
W (What do I want to
find out?)
C (Are there any
special conditions?) K (What do I know?)
(Hyde, 2008)
What strategy is this?
WHAT IS THIS STRATEGY?
37, 47, 57, ___, ___, 87, ___, ___
____ + ____=____
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
ASKING QUESTIONS
SYNTHESIS
Look at all of the available
information to derive answers
Our initial thinking may be
completely changed
Aha! Moments
Math journal writing for
students to reflect on how they
are doing and which processes
they use
A SYNTHESIS STORY PROBLEM
Mary, who is 36, has
two sisters (Carol and
Julie). If all three
sisters put their three
ages in a pile (of unifix
cubes), there would be
96. How old are each
of Mary’s sisters?
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.
