WRITING IN MATH CLASS THE HOW TO’ S FOR ELEMENTARY Jeanine K Brizendine Math Specialist

Focus on Move from just “starting” with open ended questions... Because Elementary students do not know what to do We need to share the reasons why write in math class Model what good journal entries look like Give students guided practice and then let them be independent to then go off and “write” Use a rubric to give them guidance on the quality of their responses

“Getting Mathematical Ideas on Paper”...When asking students to write, teachers often hear a student respond, “I don’t have anything to talk about.” Many students experience writer’s block—they cannot think of anything to write. However, once students get started and realize that they can be successful, they are more apt to want to continue writing. Fortunately, when we ask our students to write about recent mathematical learning, we are providing them with a relevant topic, which can make this process easier. Therefore, some of the stress surrounding writing is removed, and students realize they have something valuable to share.” Altieri. © 2010

Learning Outcomes …To provide a model for incorporating writing into a math using specific suggestions for managing and creating journals explore different types of writing using a developed rubric for assessing journals providing students with feedback on their writing

Where to start... The strategies Start with a discussion on writing in mathematiics Start off with talking about math, then use math prompts to start “their” writing Introduce familiar math concepts and vocabulary Move forward with modeling how the math concepts are connected to lesson and skills from the lesson

Start with a discussion on writing in mathematics - as students solve problems allow for discussions - teacher facilitates with leading questions such as “how did you solve the problem?”, “what strategies did you use, did you draw a picture, did you use manipulatives, why?” Start off with talking about math, then use math prompts to start “their” writing with general statements - I learned that... - I discovered that... - I was surprised that.. Introduce familiar math concepts and vocabulary - have vocabulary words on “Math Talk” chart - have diagrams showing the manipulatives used, i.e. 10 frame or an array for multipliation Move forward with modeling how the math concepts are connected to lesson and skills from the lesson - ” I added because I had to show how many apples altogether’ - “ I multiplied because it was easier to use “x’s” since there were 5 in each of the 10 groups”

We can spark students’ interest and help them see how mathematics and concepts are connected through these three activities: quick-writes open – ended questions admit/exit slips.

Quick Write’s What you Know, Want to Know, What you Learned What do you know about addition or subtraction.. Write one thing that was easy for you to do when you solved this math problem

Open Ended Questions-Prompts Explain why your answer is correct... Show how you solved your problem.. Would your answer be the same if you... To John’s score was a three digit even number, write a number that could be his score and explain how you got your answer?

Admit/Exit Slips "Teachers summarize many times in a class period for students, but students themselves sum up their learning only infrequently," Doug Buehl told Education World. "Admit and exit slips provide a classroom activity that encourages students to take stock of their learning, to restate it in terms of their own understanding, and to assess where they are in learning. The activity emphasizes what each individual student is thinking.” Admit and exit slips are small pieces of paper on which students respond to a thought- provoking question or statement. The slips are also completed quickly -- usually in five minutes or less -- but they differ in timing. Admit slips are done before or at the start of class, while exit slips are completed after class or at the end of the day (or period). Both invite students to reflect on the material presented during class and share their observations with the teacher.

Examples... -Which is greater_______ or _______ -What math operation did you use today to solve your problem, explain what +, -, ÷, ×

The Process and Next Steps The Process Direct Instruction - as you introduce “how” to write in math, show how Modeling - have students discuss, then explain, then “write” together with the teacher writing on the board a group response Guided Instruction - requires teacher (tutor) planning lessons ahead with viable lessons that lead to math discussions and uses math vocabulary Independent Writing - with guidance slowly allow students to write on their own, teacher uses rubric to work with student to set the standard (examplar available) The Next Steps...

The next steps Planning- allow time for journal writing Exemplars available Admit/Exit Slips Use a rubric

Mathematics Journal Rubric Needs Improvement Good Excellent - no written work - number sentence - number sentence - work is not correct - pictures /drawings - pictures / drawings - “some” explanation of how - organized with correct labels you solved your problem - “mathematically” correct explanation of how you solved your problem - correct answer mathematically 07/31/

Resources Deb Russell From Literacy + Math = Creative Connections in the Elementary Classroom by Jennifer L. Altieri. © 2010 International Reading Association. Russell Lawson