1. Teaching/Reinforcing Math Vocabulary in Context Niagara Falls City School District January 27 th, 2009 Please Sign-In

2. Why should students learn to READ mathematics?  To deepen their mathematical understanding  To communicate and organize ideas coherently and clearly Mathematics requires a unique knowledge and skills not taught in other content areas  Reading from right to left (integer number line)  Reading from top to bottom or vice versa (tables)  Reading diagonally (graphs)  Reading and interpreting signs and symbols (<, =, %, $)

4. Vocabulary Known Making Only Often With One Points Relation Set Tab Values Variables Are Between Consists Continuously Corresponding Curve Draw Variation Graph If Isolated

5. “ If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.” (Basic College Math M. Michael Nicholson)

6. Types of Vocabulary LiteracyMathematics Tier 1: Basic wordsName of shapes Name of numerals Tier 2: High frequencyOperation words: add, subtract, multiply, divide Tier 3: Specific domainsVariable, absolute value, denominator: signs and/or symbols Demon Words:Multiple/Factor Perimeter/Area

7. D W E o M r O d N s D W E o M r O d N s

8. Three Categories of Math Words Words that have the same meaning in Mathematical English (ME) and Ordinary English (OE) Words that have meaning only in ME Words that have different meanings in ME and in OE

9. Examples ME ONLY Equilateral Denominator Hypotenuse SAME in ME & OE Sphere Add Equal  DIFFERENT in ME & OE  Find  Feet  Square (54 terms!)  Yard  Similar  Radius  Angle  Function  Mean

10. What we already do to help vocabulary… Accountable talk with prompted questions Math Journals Closings: students explaining their thinking Any others….

11. Opening: Vocabulary Activities  “I Have, Who Has? The game requires making a set of cards. The top of each card contains one mathematics term proceeded by the words: “I have…”. The bottom of each card lists a definition unrelated to the term at the top of the card in the form of a question, after the words: “Who has…” I have SQUARE. Who has a polygon with 6 sides? I have HEXAGON. Who has a triangle with all sides of different lengths? Group Activity

12.  Frayer Model This graphic organizer requires the students to give a definition, characteristics, example and non-examples of a given vocabulary word. Problematic words would work well with this strategy, such as: area, perimeter, factor, multiple, symmetry, etc. Group Activity

13.  Alexander’s Number: A cooperative learning activity that encourages and depends on vocabulary growth. Alexander’s Number Alexander’s number is less than 100 and the sum of its digits is 14. Help your group find out what Alexander’s number could be. Group Activity

14.  Open/Closed Sort Word sorts help students develop classification and reasoning skills while developing a deep understanding of the given concept. ►“Closed Sort”: The teacher provides categories into which the students sort the words ►“”Open Sort”: The students group words into categories and create their own labels for each category. Group Activity

15. Work Period  Each grade level will be assigned an activity use your Matrix and related vocabulary to adapt the activity for your grade level  K and 1 st Grade: Open/Closed Sort  2 nd Grade: Alexander’s Numbers  3 rd and 4 th Grade: Frayer Model  5 th and 6 th Grade: I Have, Who Has

16. Closing Final thoughts on these strategies…. Did you come up with any variations for your grade level? Likes/dislikes? Other strategies you currently use for vocabulary you would like to share?

17. Please fill out an evaluation! Thank you… Have a nice day!