Please introduce yourself and share one reason why you’re joining us tonight. #SwDMathChat
To prep, look at this problem and student work. #SwDMathChat
One reason is my sheepish ignorance of how my kids are learning math. So I'm not a very good help. This example comforts me because long division is one of the few things I'm comfortable with. But I don't see much of it anymore! #SwDMathChat
Please introduce yourself and share one reason why you’re joining us tonight. #SwDMathChat
To prep, look at this problem and student work. #SwDMathChat
#SwDMathChat
Students just don't read word problems anymore; the key word approach has taken away meaning making in problem solving.
3 reads is a good strategy for understanding word problems
Seems she may have taken the last bits of information and put them together to get an answer. It's a complicated problem, and she's simplified it. Not correctly, but certainly more simply. #SwDMathChat
I agree. If it had just been $12 science books, then total is divided by 12. Student might remember a problem like this and is trying to transfer learning. #SwDMathChat
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A3 Some have been taught very early on to circle the numbers and pluck out the key words - and whooola - you're solving a word problem. Unfortunately for them, that rule expires very quickly
A2 I struggled to read that problem. If I struggled with it, I can't imagine a kid wouldn't. That's not to say I struggle with reading all math problems. To me, there was something monotone about this one that made it hard to read. #SwDMathChat
A2 Many possible reasons. Literacy gaps, language gaps, executive function gaps, difficulty combining two types of skills (math and reading) #SwDMathChat
A3: I am still rereading this problem to make sure I understand. I also often use a guess and check strategy with 1 number to understand relationships better. #SwDMathChat
A3) I find myself reading it aloud, taking it apart piece by piece. Because it's more intimidating as a whole than in parts, and because I talk to myself when I think! #SwDMathChat
A3 I read it, try to get a sense of the problem, read again, try some working, check that is makes sense, go back and check that I actually answered the question #SwDMathChat
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I need to keep it in the context in order to really understand the problems. I read, and reread and keep asking myself, "Okay, now what's going on?"
Talking multiplication the other day. Asked what mult means (which we have discussed in many different ways on many different days). Student raised his hand and said "of". You know because of means times. #SwDMathChat
A5 Number of science books #SwDMathChat But first you have to find how many groups of 4 science books. Then the final number. The set-up & the answer is mult-step.
In the end, number of sci books. To do that I need both number of sci and math books. To do that I need to find the relationships between those amounts. #SwDMathChat
For every 1 math book there are 4 sci books.
Each math book has a value of $12.
Each sci book has a value of $8.
The value of the group of math books and the value of the group of sci books combined is $528
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Or may as Ts we should focus on doing a couple problems slowly and intentionally instead of more at a rushed pace. Which is better? Or perhaps be purposeful in your goal and which will get you there on that day. #SwDMathChat
#SwDMathChat we’d advocate for teaching Ss to read the problem 3X, asking about context, then question, then important info (i.e quantities and relationships)
In reply to
@a_schindy, @PaulaKrieg, @pearse_margie
A1: I agree with @anndurham13. I think the student needed an answer for science books and picked numbers that were somehow connected to the word “science.”
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A2: Because it’s “math class,” you do “reading” in ELA not math! Reading and math should be thought of as inherently interdisciplinary IMHO.
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If students feel that they have permission to slow down, I bet that makes a big difference to them. But then, they can't have a whole list of problems to get through. Better to think slowly about just one or two problems then a whole page! #SwDMathChat
Ss struggle to be successful or continue to make careless mistakes because they don't invest the time upfront. I think #3reads helps those who struggle with the content but also those who understand the math but are still making mistakes. #swdmathchat
Yes. Like making connections. Text to self, text to text, text to world. #becomingmath talks about math to self, math to math, math to world. How often do we ask students to make these connections? #SwDMathChat
A9: Many students don't know where to start with a meaty problem like this. This gives them a starting point and direction that will work for any problem. These "rules" won't expire. #SwDMathChat
