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# 617 Presentation.Revise

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### Transcript

• 1. Integrating Writing into Mathematics
• 2. Math and Writing Standards for 8th Grade
2.2.8 (Math) Computation and Estimation
• A. Complete calculation by applying order of operation.
• 3. B. Add, subtract, multiply and divide different kinds and forms of rational numbers including integers, decimal fractions, percents and proper and improper fractions.
2.3.8. (Math) Measurement and Estimation
• A. Develop formulas and procedures for determining measurements.
2.8.8. (Math) Algebra and Functions
• A. Apply simple algebraic patterns to basic number theory and to spatial relations
1.5.8 (Writing) Quality of Writing
• A. Write with a sharp, distinct focus.
• 4. F. Edit writing using the conventions of language.
• Calculating the Area of a Rectangle
How to find the area of a rectangle:
The area of a rectangle can be found by multiplying the base (length)times the height (width).
If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches
Height:
4 inches
Base: 6 inches
• 5. Calculating the Area of a Rectangle
If a rectangle has a base of length 6 inches and a height of 4 inches, its area is 6*4=24 square inches
“I multiplied 6 by 4 and my answer came out to 24. I then added the appropriate labels to the numbers.”
Is there a way we can make these sentences better?
• 6. You Try It
Find the area of a rectangle. The length is 8 inches and the width is 5 inches.
After you find your answer, write down in sentence form exactly how to solved the problem.
• 7. Using Writing in Math
Sentence structure
Transition words
Periods
• 8. Y=mx+b
800 = 2x + 400
First, I subtracted 400 from both sides. 800- 400= 400. So now the problems reads, 2x=400. Next, I had to get the X alone on the left side. To do that, I had to dived by 2. The problem now reads x= 400
2
Finally, I solved the problem which equals 200.
• 9. You Try it
Solve the problem 900= 3x+ 600.
Please show your work and write the steps you took to solve the problem.
• 10. Positives
Written output is a great way to assess student knowledge.
Writing is the essential skill students need as they enter adult life.
Helping students learn to express themselves with confidence in all subject areas can contribute to improvements in behavior and self-esteem.
Students who write clearly, think clearly. And students who think clearly have a better chance of navigating their way through the obstacles of adolescence.
Writing is power.
Writing Across the Curriculum, Steve Peha
http://www.ttms.org/PDFs/06%20Writing%20Across%20the%20Curriculum%20v001%20(Full).pdf
• 11. Negatives
Not primary content area for teacher
If focusing on writing, it takes away from the actual material from the content area being taught
• 12. Using Writing in Math
4-point response contains an effective solution. It shows complete understanding of the concept or task and thoroughly addresses the points relevant to the solution. It contains logical reasoning and valid conclusions, communicates effectively and clearly through writing and/or diagrams, and includes adequate and correct computations and/or set up when required. It may go beyond the requirements of the item.
3-point response contains minor flaws. Although it indicates an understanding of the concept or item, communicates adequately through writing and/or diagrams, and generally reaches reasonable conclusions, it contains minor flaws in reasoning and/or computation, or neglects to address some aspect of the item.
• 13. Rubric (Cont.)
2-point response indicates gaps in understanding and/or execution. It contains some combination of the following flaws: an incomplete understanding of the concept or item, failure to address some points relevant to the solution, faulty reasoning, weak conclusions, unclear communication in writing and/or diagrams, or a poor understanding of relevant mathematical procedures or concepts.
1-point response indicates some effort beyond restating the item or copying given data. It contains some combination of the following flaws: little understanding of the concept or item, failure to address most aspects of the item or solution, major flaws in reasoning that led to invalid conclusions, a definite lack of understanding of relevant mathematical procedures or concepts, or it omits a significant part of the item and solution or response.
0 is assigned if the response shows no understanding of the item or if the student fails to respond to the item.