BRINGING MATH INTO LITERACYORBRINGING LITERACY INTO MATH

Marcy Myers

ABOUT ME

16 years of experience 8 years as a 7th or 8th teacher (basic Math,

Algebra, and Reading for low achieving readers)

8 years Math Facilitator K-8 Our school is a phase 3 balanced literacy

school so I have worked with our literacy facilitators to discuss how to use the similar format with Math.

OUTLINE OF THIS SESSION

Fill out Google Form to receive Documents Real Story Math Problem Mathematical Practice 3 and Relationship

with Literacy Confusing Terms and Symbols Interactive Read Aloud Graphic Organizers Reading and Visual Literacy Literature Contributes to Math Awesome Resource

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REAL STORY

MATH PROBLEM

“The 512 Ants on Sullivan Street” has ants all through the book carrying different items.

There was 1 ant carrying a crumb, 2 ants carried some pieces of plum, 4 ants carried a barbecue chip. How many total ants were there if this pattern continues with the most ants were the ants who carried a cake was 512 ants?

512 ANTS ON SULLIVAN STREET

1 2 4 8 16 32 64 128 256 512

8 + 2 =1016 + 4 =20128 + 32 =160256 + 64 =320512 +1 =513

10 + 20 +160 =190320 + 513=833

190 + 833 = 990 + 33990 + 33 = 1023

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of

others. Mathematically proficient students understand and use stated

assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CONFUSING TERMS, AND SYMBOLS

What is this symbol? = How can that same symbol look like this? || Difference Sum and some X, *, •

Decoding in Math is not just words but symbols and signs.

Read page 5 from Literacy Strategies Book (students thinking) 6 and 10 odd Whole numbers 6, 8, 9, 10 and maybe 3 Misunderstanding of “hole” and “whole”

INTERACTIVE READ ALOUD

“A Place for Zero” Some ways I have used or seen used

Interactive Read Alouds in Math Introduce a lesson Get students used to looking for key terms or

words not familiar with in math Shows relationship between Math and Literacy

Open ended problems

What are some ways that you could you use a book in your class as an interactive read aloud?

CONCEPT MAPS ARE USEFUL

Sum

Definition Facts

Examples Nonexamples

Frayer Model

READING AND VISUAL LITERACY

Making sense of text Making predictions Visual Representations

Writing own story problem Characters Setting Numbers to be used Operation(s)

WHAT LITERATURE CONTRIBUTES TO MATH

Contexts for Math Expressing and Recalling thoughts Expressing strategies and solutions Encourages communication (MP 3)

AWESOME RESOURCE

Math Reads by Marilyn Burns Example Lesson Books are Leveled

QUICK SURVEY

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REFERENCES

Literacy Strategies for Improving Mathematics Instruction by Joan M. Kenney

Math Reads by Marilyn Burns Common Core Standards “Sharing Beans with Friends” article from

Teaching Children Mathematics November 2013 Volume 20 Number 4 by Clare V. Bell