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“L 3 -Literacy, Libraries and Learning” Integrating Mathematics Literature Developed By: Dale Carothers, Mathematics Specialist, Capacity Development & School Reform Accountability

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2 Children will become confident “doers” of mathematics only if mathematics makes sense to them and if they believe in their ability to make sense of it. (Trafton & Claus, 1994, p. 21)

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Targeted Focus The intent of today’s presentation is to use children’s literature to integrate mathematics and literacy skills into the curriculum. The two subjects provide important connections to curriculum integration. Mathematics and literature connect “real world” experiences with critical thinking skills.

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What is Required to Meet the Needs of all Students in Mathematics? Develop an understanding of the following mathematical concepts: Problem Solving Number Sense Computation

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Marilyn Burns,2005 “The standard for mathematics should be the same as the standard for reading- bringing meaning to the printed symbols. In both situations, skills and understanding must go hand in hand. The challenge is how do we help students develop meaning and make sense of what they do?” Discuss Marilyn Burns’ purpose in the statement above.

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National Council of Teachers of Mathematics, 2004 “Students need to learn a new set of mathematics basics that enable them to compute fluently and to solve problems creatively and resourcefully.”

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“L 3 Literacy, Libraries and Learning” Reading and Math Fluency-Focusing on Student Achievement What skills are needed to achieve fluency in reading? What skills are needed to achieve fluency in mathematics? Can mathematics and literature fluency skills be similar?

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Reading Fluency Skills Provide activities that combine prior knowledge and experiences Relate real world experiences to curriculum subjects Develop oral language, listening and vocabulary skills Implement comprehension and decoding skills Allow for practice of skills and problem- solving skills

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Math Fluency Skills Provide activities that combine prior knowledge and experiences Relate real world experiences to curriculum subjects Develop oral language, listening and vocabulary skills Implement comprehension and decoding skills Allow for practice of skills and problem- solving skills

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Principles of Mathematics Literature Instruction The Five Mathematics Standards The Five Mathematics Processing Standards Mathematics-Literacy Instruction

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Mathematics Standards What We Teach in Mathematics Standard 1-Numbers and Operations Standard 2-Algebra Standard 3-Geometry Standard 4-Measurement Standard 5-DataAnalysis/Probability

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Mathematics Processing Standards How We Teach in Mathematics Standard 6-Problem Solving Standard 7-Reasoning and Proof Standard 8-Communication Standard 9-Connections Standard 10-Representation

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Why Connect Mathematics and Literature? Mathematics and literature bring order to the world around us Math and literature classify objects Math and literature emphasize problem solving skills Math and literature involve relationships and patterns

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Benefits of Math and Literature Integration The story provides structure for children to explore math concepts Math and literature are interrelated and not separate entities Literature provides the connection between the “real world” experience and the highly structured discipline of mathematics

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Structuring Mathematics Instruction Gather students and read book aloud Allow time for discussion of story Emphasize the math connections Engage students in the lesson Provide a follow-up activity/activities Use a variety of manipulatives for activities Integrate writing/problem solving skills with math journals Allow for a variety of student answers

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Mathematics Literature “Ten Black Dots” By, Donald Crews

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“Ten Black Dots” Targeted Reading Skills Explore prior knowledge and apply “real world” experiences Identify high frequency vocabulary Recognize rhyming words within story’s context Model writing/journal activities

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“Ten Black Dots” Targeted Math Skills Sequential order/recognition numerals 1-10 (base 10) Math vocabulary development Tens/ones (ten frames) Addition and subtraction facts Multiplication facts introduction Greater than/less than Even/odd numbers Number patterns, counting by tens

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Going Beyond Ten Black Dots Read the text aloud Draw a number line on chart paper sequenced from 0 to 10 Place the appropriate amount of sticky dots above the line to represent each counting number Count the number of sticky dots above each number

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Ten Black Dots Continued… Create a foldable book similar to the one in the story Complete the sentence frames below on a separate sheet of paper: We each needed _____ dots. I got my answer by ___________. The entire class needed _____ dots. I know that because ____________.

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Think-Pair-Share Find a partner from another group Count the number of dots together Explain how your books are similar and different In what ways can you revise current instructional strategies to incorporate more in-depth understanding and problem-solving into your mathematics curriculum?

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“Show Me” A 10-Frame Activity Show me 7 objects on the ten frame Show me 1 more, what is the number? Show me 2 less, what is the number? How many more to make 10? Using 2 ten frames, show me 13 Show me 5 more, what is the number? Show me 6 less, what is the number? How can you make 20? How does the depth of knowledge in the “ Show Me” activity compare to “Ten Black Dots” activities?

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Mathematics Literature Partner Book “Domino Addition” By, Lynette Long, Ph.D.

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The Curriculum Connection The literature selection creates the environment for students to use: Mathematics skills Reading skills Writing skills Critical thinking skills

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Creating a Mathematics- Literature Based Lesson What elements should be included in a mathematics-literature based lesson plan?

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Connecting Math Standards to Literature Instruction Apply Mathematics Standards to lesson instruction Create a mathematics-literature based lesson plan Implement math journal writing questions and prompts Design hands-on manipulative activities that reinforce the literature skills

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Making “Real-World” Connections Math vocabulary development- ”Word Walls” Daily graphing activities Estimation (guessing) jar activities Math learning centers/games with manipulatives Integrating math and literature Using math journals

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Reflections Looking back at today’s presentation, what mathematics background knowledge must children know in order to complete the activities? How will you utilize manipulatives to support conceptual depth and understanding in mathematics? What other math skills are related to today’s presentation? In what ways will you revise your current instructional strategies to incorporate more in- depth understanding and critical thinking? How will you assess student’s understanding of the math skills and concepts?

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Wrap-up Given all that we have discussed and all that we experienced … Given all that we have discussed and all that we experienced … How will you develop in your students, the ability to understand numbers, to use numbers in flexible ways, to build a foundation of numeric relationships and to create real world connections? How will you develop in your students, the ability to understand numbers, to use numbers in flexible ways, to build a foundation of numeric relationships and to create real world connections?

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32 Mathematics Capacity Development Team Michelle White, Mathematics Manager Shabana Ahmad-Farook Bobbie Brooks Dale Carothers Cara Hayden Carla Clayton-Lewis Altoria Henley Sharon Martinez Kim Pirtle Carol Sheffield Noel Elvir Thank you for all that you do for our students!

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