Marking the Math Text

1. Marking the Math Text

2. Philosophy • Main goal for this learning strategy is for students to have a way to dissect out information from a math problem. • Develop a procedure for problem solving. • Reading comprehension, functional writing, and reflection are all components to any high standard studies practice.

3. Today’s Objective Students will: • Be able to take a math problem and “mark the text” in order to solve/simplify with a stronger mastery. • Be able to identify given information from a math problem.

4. Marking the Text • Numbering Paragraphs • --In reading each paragraph is number for easy reference. • --Can be applied to math in word problems and systems. • Circling Key Terms • --In reading key terms are identified for the article’s purpose. • --For math we can circle key operations or information. • Underlining Author’s Claims • --Reading uses this for the Author’s voice or ideas. • --In Math we will make some adjustments as to what is a claim. Taking a tool that is used to help increase reading comprehension and using it as an application for math.

5. Critical Reading Critical reading is active reading. Studentsare given a purpose for reading, often bymeans of essential questions. They are alsotaught to either mark up or extract from thetext when they find something that appliesto the purpose. Taking that strategy and using it for mathcan be just like decoding another language.In math our operator signs and given valuesare facts in our “text.” With some practice and application we can get students to seethe clues in the problem to help them solveso simplify.

6. Rational and Strategy • Rationale • To develop a clear understanding of what each character in a math problem represents, be it a operator sign or a numbered value. • Strategy • Taking the “marking the text” idea and applying changes need for a math problem so it can be applied to the problem and be a related strategy for students to use in another classroom.

7. Compare and Contrast • Math/Reading • Reading and math both give information and can ask a student for a meaning behind the problem or story. • Reading will display the information in a worded story, while most math information is presented in a numbered situation. • Both reading and math can confuse some students. Helpful tool for those of you looking for some way to get students to not be afraid of math.

8. Number the “Paragraphs” The first idea is to number the paragraphs for critical reading. In our math problems we can adapt that in many different ways. If we are using a word problem then a solution would be to number the sentences. A system of equations would be numbering the equations. If you have more than one variable, we can suggest to number the variables. The goal is for the students to recognize that there are multiple things going on and to make sure nothing is left forgotten.

9. Number the “Paragraphs” Examples: • Word Problems: (1) 1/3 of a pole is painted red. (2) ½ of it is painted blue. (3) Three feet of the pole is painted green. (4) What is the height of the pole? • System of Equations: (1) 3x + 2y – z = 12 (2) -4x + y + 8z = -7 (3) x – y = 0 • Multiple Variables: (1) x (2) y (3) z

10. Circle key “Terms” This next step from critical reading is for the student to circle key terms. In our math problems we can identify key terms to be coefficients, variables, or math operators. This should get them to be aware of what they are going to be doing, what they are solving for, or even see possible values they will encounter. This also might be a good step to get students to remember their order of operations.

11. Circle key “Terms” Examples: Word Problems: (1) 1/3 of a pole is painted red. (2) ½ of it is painted blue. (3) Three feet of the pole is painted green. (4) What is the height of the pole? System of Equations: (1) 3x + 2y – z = 12 (2) -4x + y + 8z = -7 (3) x – y = 0 or or • Note: I would suggest that students only circle two of the ideas as opposed to multiple key “terms.”

12. Underline the “Author’s Claim” With this last step in reading we want the student to underline the author’s claim. That would be an easier task in reading, so how do we do that for math? Good question and that is mainly for you or the student to decide how they want to tackle that idea. As a suggestion, you can use the “author’s claim” as a way of establishing what the student will be solving or simplifying.

13. Underline the “Author’s Claim” • Again this was a suggestion of what you want the student to solve for.

14. How to earn additional Professional Development on this strategy Write your lesson plan incorporating the strategy. Implement that lesson and save any artifacts for documentation. Contact your mentor via email and provide the following information: When did you use the strategy? When would you like to meet? (15 minutes after school) Mentor will send you a self-reflection form to complete & confirm possible meeting time. For the meeting bring the following: Hard copy of the lesson Student artifacts Completed self-reflection form

15. Follow up questions • 1. What did you learn or find interesting? • 2. How can you apply this knowledge or information to your own classroom or lessons? • 3. Did you find this information useful or relevant? • 4. What specific information stood out for you? Please explain. • 5. Do you have any follow up questions or comments?

16. Traits of a Successful Math Student • Has a “can do” attitude. Does not give up easily. • Follows directions well. • Shows all work when completing problems. • Has multiplication facts memorized. • Has a basic mathematical foundation on which to build (ex: understand fraction/decimal concepts and operations). • Writes good notes and refers to notes when needed.

17. Contact Information * Chris Franey is in the math department. * If you have any questions on how to implement the strategy, please contact him at: cfraney@yumaed.org.