Developing Mathematical Language through Rich Tasks February 27
Developing Mathematical Language through Rich Tasks February 27, 2018 NWESD Mary Ellen Huggins
AGENDA • Warm-up: Which One Does Not Belong? • Noticing and Wondering-Co-Craft Questions: MLR 5 • Number Talks-Collect and Display: MLR 2 • Story Problems-Three Reads: MLR: 6 • Rates and Percentages-Info Gap: MLR 4 • Opening Up the Mathematics-Stronger and Clearer Each Time-MLR 1 (Surface Area and Volume) • Choose Your Own Adventure ? ()
Where are We Now? How do you currently engage students in mathematical discourse? Write down some of your thoughts on sticky notes. Turn to an elbow partner and share your thinking.
Which One Doesn’t Belong?
Academic Language for English Learners and Native English Speakers What do you classroom and/or instructional supports do English Language Leaners AND Native English Speakers need for acquiring mathematics language? Judit Moschkovich
Understanding Language/Stanford Center for Assessment, Learning and Equity (SCALE) A ‘math language routine’ refers to a structured but adaptable format for amplifying, assessing and developing students’ language. Read pages 3 – 8 Hi-light 3 key points on three separate sticky notes When everyone is finished reading you will spend 1 -2 minutes swapping out your three points with a three conversation partners.
Notice and Wonder and Co-Craft Questions
Notice and Wonder Purpose: To allow students to get inside of a context before feeling pressure to produce answers, to create space for students to produce the language of mathematical questions themselves and to provide opportunities for student to analyze how different mathematical forms can represent different situations. • Present Situation • Students pose/write possible mathematical questions to solve or find information that might be missing • Pairs Compare • Students Share Questions • Reveal Questions
Number Talks, Academic Language and Productive Struggle Collect and Display To capture students’ oral words and phrases into a stable, collective reference. (Humphreys & Parker, 2015) • Independent Think • Whole Class Share-out • Display Student Ideas • Asking Probing Questions
Number Talks, Academic Language and Productive Struggle Collect and Display https: //www. youtube. com/watch? v=g. Ufpn. Ibq 4 TA
Three Read Strategies To ensure that students know what they are being asked to do, create opportunities for students to reflect on the ways mathematical questions are presented and equip students with tools used to negotiate meaning (Kelemanik, Lucenta& Creighton, 2016) • Read the context with the goal of comprehending the text-students explain the story without numbers • Students read the context with the goal of analyzing the language used for mathematical structure-quantities in the problem • Students read the context and brainstorm possible mathematical solution methods
Three Read Strategies VALUE (numerical or unknown) Quantities or Units Unknown Apples the prince picked Unknown Apples in filled basket 2 Apples the prince gave the troll 3 Apples in basket when the prince got home
Three Read Strategies
Doing Math Together/Stronger and Clearer Each Time To provide a structured and interactive opportunity for students to revise and refine both their ideas and their verbal and written output (Zwiers, 2014) • Pre-write • Think Time • Structured Sharing o In Pairs o Switch • Post-write
Doing Math Together Figure 1 Figure 2 What do you notice about the two figures? What do you wonder?
Doing Math Together Figure 1 Figure 2 Figure 1: Volume = 8 units 3 | Surface Area = 24 units 2 Figure 2: Volume = 8 units 3 | Surface area = 28 units 2
Doing Math Together Figure 1 Figure 2 Take a minute to think of another arrangement of cubes that will have a volume = 8 units 3. What will the surface area be? How many different surface areas can you find? What truths did you discover? Share your findings with a partner when you are ready.
Doing Math Together
LUNCH
Stand Talk
A Five Minute Review…. .
Percentages/Information Gap To create a need for students to communicate: • Read then think-aloud • Questioning and Explaining with A/B pairs o A with the Problem o B with the Data o Switch • Follow-up
Choose Your Own Adventure. Compare and Connect To foster students’ meta-awareness as they identify, compare and contrast different mathematical approaches, representations, concepts, examples and language. • Set-up so multiple strategies are likely to be generated by each pair of students • What is similar, What is different? • Mathematical Focus *Which One Doesn’t Belong also would be a good activity to use with this routine
Choose your own adventure…
Shopping for School Supplies Your teacher was just awarded $1, 000 to spend on materials for your classroom. She asked all 20 of her students in the class to help her decide how to spend the money. Think about which supplies will benefit the class the most.
Notice and Wonder
AESD-OSPI Professional Learning Network Survey http: //bit. ly/2 EMN 0 Ih
- Slides: 30