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MATH
It Should Really
Just Make Sense!
  Integrating Comprehension Strategies into
        Mathematics Instruction-Part 2

  April 2013 Grantsburg School District
        Billie Rengo-Literacy Coach
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               (Hyde, 2008)   (Sammons, 2010)

 Result? Deeper
  understanding!
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?
K (What do I know?)   W (What do I want to    C (Are there any
                          find out?)         special conditions?)




                                                     (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)                          Image credit: mathcoachblog.wordpress.com
      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)
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.

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Math it really should just make sense part 2

  • 1. MATH It Should Really Just Make Sense! Integrating Comprehension Strategies into Mathematics Instruction-Part 2 April 2013 Grantsburg School District Billie Rengo-Literacy Coach
  • 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 (Hyde, 2008) (Sammons, 2010)  Result? Deeper understanding!
  • 4. What are the benefits to doing anticipation guides?
  • 5. What are these students doing? What is a potential drawback of this strategy in math?
  • 6. K (What do I know?) W (What do I want to C (Are there any find out?) special conditions?) (Hyde, 2008)
  • 8. WHAT IS THIS STRATEGY? 37, 47, 57, ___, ___, 87, ___, ___ ____ + ____=____
  • 9. PREDICTING IN PROBABILITY…  Scenario:  Divide the class up into groups of 3-4 students  Each student has a role (supplier, grabber, recorder, and reporter) Image credit: mathcoachblog.wordpress.com  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)
  • 11. 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
  • 12. 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?
  • 13. 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.