Vocabulary in Math? Yes, - wismath.org 302.pdfVocabulary in Math? Yes, ... Latin, or Chinese, ......
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Transcript of Vocabulary in Math? Yes, - wismath.org 302.pdfVocabulary in Math? Yes, ... Latin, or Chinese, ......
Vocabulary in Math? Yes, it is Important!
Ms. Kari L. Andrews Kindergarten Academy CoordinatorMrs. Peggy Rice Mathematics Instructional CoachLa Causa Charter SchoolMilwaukee, WI
Mathematics is a language. Like English, or Latin, or Chinese, there are certain concepts
for which mathematics is particularly well
suited: it would be as foolish to attempt to
write a love poem in the language of
mathematics as to prove the Fundamental
Theorem of Algebra using the English language.
R. L. E. Schwarzenberger
Mathematics should b
e fun
.Peter J. Hilton
Activity: Turn and Talk
Why is language (speaking, reading, writing, listening) important in a math classroom?
How do you meet the needs of students in your class who do not speak English as their first language?
You can n
ot apply mathematics
as long as word
s still becloud
reality. -H
erm
ann W
eyl
Frayer Model
Mathematicians do not study
objects, b
ut relations between
objects.
-Henri Poincare
Sort It Out
• Provide students with several examples of items that fit the definition of at least 2 different vocabulary words
• Have students sort the examples by their similarities, attributes, etc.
• Have students explain why or how they sorted the items as they did
• Provide students with the corresponding vocabulary word for their sorted items
minus plus add subtract
4 + 6 8 + 3 10 – 7 9 - 5
4 + 6=10 8 + 3=11 10 – 7 = 3 9 – 5 = 4
Logic and m
athematics are
nothing b
ut sp
ecialized linguistic
stru
ctures. -Jean Piaget
Sort It Out
Logic and m
athematics are
nothing b
ut sp
ecialized linguistic
stru
ctures. -Jean Piaget
Sort It Out
Mathematics should b
e fun
.Peter J. Hilton
Are You Sleeping?
• Students create a song with vocabulary words, concepts, definitions, and/or examples based on a tune that most people recognize, like Twinkle, Twinkle Little Star
• Students work in partners, groups, or as an entire class led by the teacher
• Groups can teach their song to the class, and a vote can be taken on the best song if desired
Mathematics is the m
usic of
reason.
-James Joseph S
ylvester
Vertices, Of Course!
(Tune: London Bridge)
Vertices are where lines meet, where lines meet, where lines meet.
Vertices are where lines meet, but tell me, what’s a line?
Lines are straight and never end, never end, never end.
Lines are straight and never end, but tell me what’s a ray?
Rays go on in just one way, just one way, just one way.
Rays go on in just one way, but tell me what’s a segment?
Segments are lines that end in points, end in points, end in points.
Segments are lines that end in points, but tell me what’s a point?
Points are vertices, of course. Vertices, of course. Vertices, of
course!
Points are vertices, of course, that name the things they’re on.
What is Area? (to the tune of Are You Sleeping?)
What is area? What is area?Length times Width, Length times WidthMultiply two sidesOnly use two sidesTo get the areaThat’s the area
Are You Sleeping?
The power of mathematics
is often to ch
ange o
ne t
hing into
another, t
o ch
ange geometry into
language.
-Marcus du Sautoy
You Are The Teacher
• Divide the class into mixed-language ability groups
• Assign each group a vocabulary word
• Groups design a chart, poster graphic organizer, game, etc. in order to teach their word to the other groups.
• Groups rotate to each vocabulary teaching station. One student stays at the station to teach the next group after each rotation.
“For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca.” http://ww2.kqed.org/mindshift/2013/07/02/why-teaching-helps-students-learn-more-deeply/
Mathematics is written for
mathematicians.
-Nicolaus Copernicus
Patterns and Poetry
• Review vocabulary words as a class
• Divide the class into mixed-language ability groups of 3 or 4
• Each group will decide the true and false characteristics of the words
• Each group will then work to write a Haiku poem that reflects all true or all false statements about the word(s)
• Haiku: 3 phrases with 5, 7 and 5 syllables in order
• Tanka: 5 phrases with 5,7,5,7 and 7 syllables in order
A mathematician w
ho is not also
something o
f a poet w
ill never be a
complete m
athematician.
-Karl W
eierstrass
Patterns and Poetry
Nature is written in
mathematical language.
-Galileo Galilei
Virginia Reel• Students form two lines, facing each other
• One line of students has a question, vocabulary word, statement, or problem written on an index card, along with the correct response/answer.
• The student with the cards reads the card to the person across from them and waits for his/her response, then checks to see if the response is correct.
• At the cue, the responding line shifts over one and the process is repeated. After a few shifts, the cards are handed to the other line and the process begins again.
• Afterwards, discuss and clarify any areas of concerns that arose
In mathematics, t
he art o
f proposing
a question m
ust be held of higher
value t
han solving it. -P
hilipp C
antor
Virginia Reel
In mathematics, t
he art o
f proposing
a question m
ust be held of higher
value t
han solving it. -P
hilipp C
antor
Virginia Reel
It is the supreme art o
f the t
eacher
to awaken joy in creative expression
and knowledge. -Albert E
instein
Vocabulary Go Fish
• Create any number of vocabulary cards: a word on one side and a picture on the other. For more of a challenge, have definition, synonym, antonym or sentence instead of a picture. Place vocabulary cards in a paper bag, one for each group of students.
• Divide students in groups, assigning each a number.
• The teacher calls a number and defines the student response by requiring they provide a sentence, antonym, synonym or definition.
• The student in each group with the assigned number pulls a card from the bag, reads the word to their group and gives the information requested by the teacher.
• The group can discuss, and the student self-checks on the back of the card.
It is the supreme art o
f the t
eacher
to awaken joy in creative expression
and knowledge. -Albert E
instein
Vocabulary Go Fish
‘Obvious’ is the m
ost dangerous
word in mathematics.
-E. T. Bell
Every Student Gets A Chance
Individual
RepetitionSentence Frames
_________ is greater than _______I think _____ belongs in this group because_____To find percentage, divide _____ by _____
Partners
GamesChunk and Chew (10 and 2)Turn and Talk
It is im
possible t
o be a
mathematician without b
eing a
poet in soul. -S
ofia Kovalevskaya
Word Family TreePronunciation key:Ee-qwi-lat’-er-alMemory Clue: equal sides
Root Word: equiWhich means: equal or evenWords that are relatives: equal, equation, equality
Words that are similar: equal –sided, equinox, equidistant
Equilateral
Definition: a figure that has all of its sides equal
A sentence where you found this word: Equilateral triangles have three sides of equal length.
Who would say it? Pick three kinds of people who might say this word and write a sentence showing how they might use it: Math Teacher Architect Carpenter
More than triangles can be An equilateral design will be Equilateral windows equilateral. much more efficient. are simple to install.
There should b
e no su
ch
thing as boring mathematics.
-EdsgerDijkstra
Concept/Definition Map
There should b
e no su
ch
thing as boring mathematics.
-EdsgerDijkstra
Concept/Definition Map
Poetry is a form
of
mathematics, a highly rigorous
relationship with word
s.
-TaharBen Jelloun
BINGO
• Using a blank piece of paper, students create a BINGO board using vocabulary words
• The teacher uses definitions, examples, or visuals to call the vocabulary word, without actually saying the word
• Students must correctly identify the vocabulary words in order to win
Poetry is a form
of
mathematics, a highly rigorous
relationship with word
s.
-TaharBen Jelloun
BINGO
The mathematics of rh
ythm
are universal. T
hey d
on't belong
to any particular cu
lture.
-Mahavishnu
John M
cLaughlin
What it is/What it isn’t
• Provide students several examples that fit the definition of the vocabulary word
• Provide students with several examples that do not fit the definition of the vocabulary word
• Have students explain why some items do not belong together
• Provide students the vocabulary word for the correct items.
Mathematics knows no races
or geographic b
oundaries; for
mathematics, the cultural world
is one country. -D
avid H
ilbert
What it is/What it isn’t
I am interested in mathematics
only as a creative art.
-G. H. Hard
y
Find Your Match
• Create a set of index cards with vocabulary words, no more than one card for each of half of your students
• Create a second set of index cards with examples and definitions that will match each vocabulary card
• Students must find the person who has the card that matches theirs.
• Everyone shares their matches out loud with the rest of the class
I am interested in mathematics
only as a creative art.
-G. H. Hard
y
Find Your Match
Why do ch
ildren dread maths?
Because o
f the wrong approach
.
Because it is looked at as a su
bject.
-Shakuntala
Devi
Vocabulary
What is the purpose of using different strategies to teach vocabulary in a math classroom?
How are you teaching vocabulary in your classroom?
Name one thing you would be willing to start doing to improve vocabulary understanding in your math classroom.
Students do not learn how to speak mathematics by
memorizing definitions, but by hearing these words
frequently and having many opportunities to use them
in context. Mathematical Thinking at Grade 3, p. 21
Thank you
HAPPY MAY EVERYONE!
The ESL focus group would like to bring you the final strategy of the month…. VOCABULARY GAMES!!
As the end of the school year approaches, we want to add a little fun to the classroom and what better way to practice vocabulary than with games! You can play whole group games like Bingo or Jeopardy or put a game in a center like Memory match or a converted board game like Chutes and Ladders. Don’t forget to utilize vocabulary from the WHOLE SCHOOL YEAR and see what your students remember. Get creative and have fun!
Here are some ideas from the ESL focus group:BingoMemory MatchKaboomHeadbandzTabooBoard GamesCharades
• http://www.notsowimpyteacher.com/2016/11/10-games-to-play-with-any-vocabulary.html
• https://www.playfactile.com/
• https://www.wisc-online.com/gamebuilder
• http://www.eslgamesplus.com/
Contact Information:
Kari L. Andrews [email protected]
Peggy Rice [email protected]
La Causa Charter School1643 S. 2nd Street
Milwaukee, WI 53204414-902-1660
