Using Comprehension Strategies in Math Gloria Brown Sara Newton 2-1-07

1. Using Comprehension Strategies in MathGloria Brown Sara Newton 2-1-07

2. Response to the activity Think about this problem… Which is best for showing the exact number of votes, the circle graph or the tally chart? Explain your answer.

3. Why use comprehension strategies during math instruction? “Why do we compartmentalize thinking and learning throughout the day?.... We should apply schema theory and metacognition to the fundamentally important problem-solving processes on which mathematical understanding rests…” Ellin Oliver Keene, 2006

4. Why teach comprehension strategies during math time? “If you want students to understand mathematical ideas, they must use both language and thought. Trying to put more thinking into the math curriculum without attention to language will be fruitless…” Arthur Hyde Comprehending Math, 2006

5. Galileo said… “Mathematics is a language. The laws of nature are written in the language of mathematics. The symbols are triangles, circles and other geometrical figures, without whose help it is impossible to understand a single word.”

6. Which comprehension strategies will we use? • Prediction • Making connections • Questioning • Inference • Visualization • Determining importance • Synthesis

7. How can we use them to problem solve? Teach students to becomeACTIVE READERS!

8. Prediction Students take prior knowledge and make an “educated guess” about what they think the answer will be…(making a hypothesis!) Sometimes they will be asked to use information from the problem. It is important that they know that predictions must be supported! http://mathforum.org/brap/wrap/elemlesson.html

9. Make a Prediction! Predict which shape has the largest perimeter…the heart or the shamrock!

10. Prediction Chart

11. Connections When students have a connection to the learning, they will be more apt to internalize and own the process. Activate prior knowledge before solving math problems. Facilitate connection-making for students so they will see relevance.

12. Connect the problem to the learner. There was a dog at the park. Then 5 more dogs came. How many dogs are in the park now? (Think about your dog, Jack, at home!)

13. How can we use connections to solve this problem? Carla wants to build a fence around her pool. Her backyard is 45 feet long and 35 feet wide. How much fence does she need?

14. Before they get started… Have a quick conversation with your students before they attack the problem about fencing and yards, activating prior knowledge about perimeter…

15. Try This! Build prior knowledge by downloading “Images” from Google. This picture took about a minute to download.

16. Making Connections Ask yourself, “What does this problem have to do with me or my life? How could I use this information that I have learned?”

17. Use a Connections Chart

18. Connections Chart

19. Questioning Paired Reading and Questions The questioning process slows students’ reading and thinking down. It forces students to return to the text to find ways to solve the problems. Pairing students as questioner and responder facilitates planning for problem-solving. Sentence-by-sentence reading, questioning, then rereading and answering focuses the students. Continued practice will foster independent strategy practice and usage.

20. KWC, A Questioning Strategy What do I Know for sure? What do I Wantto do, figure out, or find out? Are there any special Conditions, rules or tricks that I have to be aware of?

21. Visualization Visualizing makes abstract ideas concrete. Lots of math concepts (time, weight, distance, length, and width) are better understood when made visual. Drawing a picture OR creating a table, graph or diagram can facilitate problem solving. Making those visuals before they begin their calculations makes it easier for students to “see” their way to the answer!

22. Visualization “Make a movie in your mind!” If that does not work for your students, have them draw a pictorial representation with a study buddy. Let’s try this: You enter the front door of a museum. You walk 66 feet from the entrance to the back of the great hall. Next you walk another 98 feet until you reach the end of the second huge gallery room. How far have you walked? Circle the expression that describes the problem. A. 66+98 B. 98-66 C. 98X66 D. 98/66

23. You have to visualize this! How many feet on two cows and three chickens?

24. Visualizing with Math Literature Movies and W-R-W-R (Hibbing & Rankin-Erickson, 2003) Movies provide a wonderful opportunity for students to gain background understanding to intermingle with their own visualization about a story or concept. When reading a text, the addition of a movie can help students connect to new information they may have not had background in and adapt their new thoughts, images, and feelings to the text at hand (Gambrell & Jawitz, 1993). Hibbing and Rankin-Erickson suggest using a Watch-Read-Watch-Read (W-R-W-R) method in which students will build some background of the text, make predictions, watch part of the movie, read more of the text, confirm understandings, make more predictions, watch more of the movie, and continue reading the text (2003). http://www.unitedstreaming.com

25. Inference Sometimes all of the information you need to solve the problem is not “right there”. What You Know + What you Read ______________ Inference

26. Let’s infer to solve this problem. There are 3 people sitting at the lunch table. How many feet are under the table? What I Read: There are 3 people. What I Know: Each person has 2 feet. What I Can Infer: There are 6 feet under thetable.

27. How can we infer to solve this problem? In the morning, Mary and Billy each caught one fish. Mary’s fish measured 9 decimeters and Billy’s fish measured 1 meter. In the afternoon, Mary caught another fish. It was the longest fish of the day. Which number sentence shows how long Mary’s fish was that she caught in the afternoon? • 9+1 B. 9-1 C. x>1 meter D. 90+1

28. Determining Importance Some students cannot figure out what information is most important in the problem. This must be scaffolded through • explicit modeling by the teacher • guided practice with a study buddy • overlearning through independent work

29. Solve this! Carlos was restocking the shelves at the grocery store. He put 42 cans of peas and 52 cans of tomatoes on the shelves on the vegetable aisle. He saw some tissues at the register. He put 40 bottles of water in the beverage aisle. He noticed a bottle must had spilled earlier so he cleaned it up. How many items did he restock?

30. Strategy

31. Synthesizing Journaling as a closure activity gives students an opportunity to summarize and synthesize their learning of the lesson. Encourage students to use math word wall words in the journaling. Also, post words like “as a result”, “finally”, “therefore”, and “last” that denote synthesizing for students to use in their writing. Or have them use sentence starters like ”I have learned that…”, “This gives me an idea that”, or “Now I understand that…”

32. Or…have them choose 2 • I notice • I think • I like • I learned • I wonder

33. What strategy could this student use to solve this problem?

35. Let’s take a new look at math literature!

37. Bibliography AIMS solve it! k and 1 (2005).AIMS Education Foundation, Fresno, CA. Content area guide: math (2002). Great Source, Wilmington, Massachusetts. Harcourt math problem solving and reading strategies workbook (2004).Harcourt, Orlando. Harvey, Stephanie & Goudvis, Anne (2000). Strategies that work, Stenhouse, Markham, Ontario. Hyde, Arthur (2006). Comprehending math, Heinemann, Portsmouth, NH. Math to know (2004). Great Source, Wilmington, Massachusetts. Robb, Laura (2003). Teaching reading in social studies, science, and math, Scholastic, New York.