Tag: reading

  • 10 Questions to Ask About a Math Problem

    10 Questions to Ask About a Math Problem

    I’m substitute teaching 5th grade Language Arts today. I just found a handout with a set of questions titled “Peck’s Questions.” I quickly figured out (with my amazing powers of deduction) that they were questions you could ask about a novel.

    After reading them, though, I thought, “Why don’t they have something like that for math?!”

    So I did some research.

    Before creating the super math list, I thought I would find out a little more about the original list.

    Apparently this Richard Peck guy is pretty famous in young adult literature. The list is officially titled, “Ten Questions To Ask About a Novel” and was published in the The ALAN Review in the Spring, 1978 edition. Here it is:

    1. What would this story be like if the main character were of the opposite sex?
    2. Why is this story set where it is (not what is the setting)?
    3. If you were to film this story, what characters would you eliminate if you couldn’t use them all?
    4. Would you film this story in black and white or in color?
    5. How is the main character different from you?
    6. Why would or wouldn’t this story make a good TV series?
    7. What’s one thing in this story that’s happened to you?
    8. Reread the first paragraph of Chapter 1. What’s in it that makes you read on?
    9. If you had to design a new cover for this book, what would it look like?
    10. What does the title tell you about the book? Does it tell the truth?

    The list allows students to dig in a little deeper to the novel. It helps them get creative and think about the story in ways they wouldn’t normally.

    And it trains them to do this with novels throughout their lives.

    Why a list of questions about math problems?

    Before creating them, I decided the questions should do the following:

    • Allow the student to dig in deeper to the math problem, and the math behind the problem.
    • Help the student to think about the problem in ways they wouldn’t normally.
    • Let the student get creative in thinking about the problem.

    And of course doing these things regularly will train them to continue to do this with all math problems through their lives.

    Ten Questions to Ask About a Math Problem

    1. Who do you think created this math problem? Was it a man or woman? How old were they?
    2. Who do you think first figured out how to do a problem like this? How long ago?
    3. Imagine this is a real problem asked by a real person. What is that person’s job? Why are they asking this question?
    4. Why does this problem use the scenario that it does?
    5. If you could rewrite the problem using the same numbers and getting the same numeric answer, what scenario would you use?
    6. What numbers would you use in the problem to make it easier? What numbers would you use to make it funny?
    7. Is there a story that can be created before or after this math problem that makes sense?
    8. Has the situation in the problem ever happened to you or someone you know?
    9. What about this math problem appeals to you? If nothing, why did you continue to work on it?
    10. If you had to illustrate this math problem, what would it look like?
    11. (UPDATE Nov 5 from suggestion in comments) Can you develop some sort of theory as a result of solving this problem?
    12. (UPDATE Nov 5 from suggestion in comments) How does this problem relate to problems you have encountered before?

    Will it work?

    Try using it yourself first. Get a feel for what each question means and how it might be answered.

    Then try it on your children. Which questions work? What questions should be changed — and to what?

    Share what you find in the comments or on twitter/x so we can have a super solid list of Ten Questions to Ask About a Math Problem!

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  • Logic and Reasoning Skills are Missing in ‘Drop Everything And Read’

    Logic and Reasoning Skills are Missing in ‘Drop Everything And Read’

    Here are some of the options I had for including in my RWAM Kit.

    I had the privilege of substitute teaching fifth graders last week. In that experience I was introduced to the D.E.A.R. program — Drop Everything And Read.

    Imagine my horror!

    Okay, I’m a little sensitive to how obsessed with reading to children grownups are (and how much they ignore building logic and reasoning skills like math). But this D.E.A.R. thing makes it clear to me that I’m right.

    Do you see a “drop everything and do a puzzle” program? Nope.

    Reading is passive.

    We’ve been brainwashed that reading is the most important thing in learning. But it has some serious downfalls.

    Reading is a passive activity. Granted, you can learn a great deal of grammar and vocabulary through reading. So it’s not without its merit.

    But stressing reading to the exclusion of other, more active, activities is doing your children a disservice.

    Math and writing are active.

    Math and writing are the active ones in the three categories of learning. You can’t passively do math — one of the reasons we often say math is not a spectator sport.

    And writing, well, that would be interesting to see someone do that passively, I’ll tell you!

    Math and writing both require logic and reasoning skills — thinking skills.

    So how about a Reading, Writing And Math Kit?

    This is my RWAM Kit — complete with my new compass!

    Teach your children to carry a “RWAM kit” everywhere they go (pronounced “ram”).

    Pick up a cheap zipper pouch (mine was $2.59 at Office Max) and let them decorate it.

    It should always have a pencil or pen and a blank book or loose paper. They can also carry a book for reading and a drawing or puzzle book (like sudoku, Mathmania or GAMES Book for Kids).

    Reading — they can practice this necessary and helpful skill with the book or some of the instructions in the puzzle book.

    Writing — they can write journal entries or stories in the blank book. They can also play, “what will happen next” after each chapter or segment in the reading book.

    Writing this out is a fun and active exercise that provides children with a reading break, as well as a different way to practice logic and reasoning skills.

    Math — the puzzles provide the math skills here. If they’re doing a puzzle, they’re practicing the same logic and reasoning skills required for math. In fact, if a child does puzzles, he or she will get much better in textbook math than by using the textbook alone.

    What if they draw instead?

    Drawing can encompass any or all of the above three.

    Students can illustrate a part of the reading book. Or they can illustrate their own writing.

    And they can create tessellations or other geometric drawings. In fact, even if they draw racecars, they’re still practicing shapes, ratios and perspective — all math things!

    So don’t drop everything.

    Don’t fall prey to the brainwashing Drop Everything And Read campaign. Because you just might be depriving your children of actively growing their logic and reasoning skills!

    Help your child build his or her RWAM Kit today — and don’t let them leave home without it!

    P.S. You should do it too. Not only is it a great habit, but you’ll also be a good example.

    Share your thoughts in the comments or on twitter/x.

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  • Is Math in the 3 Categories of Learning?

    Is Math in the 3 Categories of Learning?

    Our world is struggling with education of all sorts. We know that STEM fields are in trouble. Not enough people are excited about taking the science and math classes needed to jump into them.

    But there’s another piece of the education puzzle that’s missing — writing.

    I talked to a primary school teacher at a social function today. She was telling me how students these days were often taught the algorithms of writing. One of which is the classic intro-supporting paragraphs-conclusion that I remember.

    I said, “Oh, so they don’t get taught to write in their own voice, and stuff like that?”

    “That’s just it,” she said. “They naturally write in their voice. But with the systematic methods we push on them it destroys it!”

    That sounds familiar!

    It pulled on my heartstrings — there was another basic subject that was competing with the almighty and all-powerful queen of subjects — reading.

    Seems writing has the same challenges as math — people think there’s a formula to it when really it’s about voice, personal preference, beauty and art.

    And writing, like math, is something people always do when they have to but rarely do just for fun.

    What do we learn — really?

    It made me really think about learning and teaching. All learning can be boiled down into one of three categories:

    1. Learning information (historical facts, spelling, times tables)
    2. Learning how to get information (reading, researching, googling)
    3. Learning how to give information (writing, speaking)

    Reading clearly has its place in #2, as does writing in #3.

    But where is math?

    When you teach math, are you only teaching facts (like in #1)? Or are you teaching children how to get or discover information (#2)? Or are you teaching them how to give or share information (#3)?

    I’ll leave my answers for next time. Until then — what do you teach?

    Share your thoughts in the comments or on twitter/x.

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  • Math in the 4th Grade Language Arts List

    Math in the 4th Grade Language Arts List

    I’ve noted before how math shows up in course study lists like the Toddler Reading Readiness List. But in looking at other courses of study, I’m seeing math everywhere. So here’s another one!

    This list is from the WorldBook site and is their Typical Course of Study for Grade Level 4, Language Arts section.

    Silent and oral reading

    Reading and comprehending information is essential in math, too. And later in math classes you’ll find reading something out loud happens a lot more that you think.

    Listening skills

    Wowsers! If you don’t listen carefully to a theorem or explanation of a proof, you could be super lost!

    Telephone skills

    Can you say “study group calling tree”?

    Summarizing simple information

    This is the basis of all word problem solving.

    Listening to literature

    Which is another skill when listening to a word problem. Better yet – listening to a “real world” word problem that is being told to you by someone who needs help.

    Critical reading

    Using definitions of math things along with theorems and “math rules” is critical reading. Critical reading means following all the logic. And logic is math.

    Increasing dictionary skills

    This is called “lexicographic ordering” and is huge in math. Especially when you try to order the points on the plane (or complex numbers).

    Cursive handwriting

    You write faster with cursive. When you’re doing math and needing to write out details, getting them out on paper fast helps keep your brain caught up with what’s going on.

    Simple outlining

    This is one of the important skills in constructing a proof.

    Writing letters and informal notes

    It’s all about formulas here. If you can plug and chug with the salutation, date, closing, etc., you’re golden on math formulas and functions!

    And of course there’s math in stamps!

    Written and oral book reports

    Popular math books are great to read. And when you give a quick summary of them in a social setting, you look really cool. (Not to mention if you end up being a mom blogger you’re likely to review some math books at some time in your life.)

    Creative writing

    There’s nothing more creative than writing a word problem!

    Developing skills in locating information

    You don’t really need to know the right formula – if you can find it!

    Increasing indexing skills

    Finding something in a math book index is huge when you’re trying to figure stuff out.

    Developing encyclopedia skills

    Again – great to have when looking up a math word or formula.

    What you can do

    There’s math everywhere – even 4th grade Language Arts! When helping your children with their LA – in homeschool or classroom school – remind them how these skills will also help them in math.

    The more they hear that they’re doing math, the better they’ll be in their “official” math class.

    Share your thoughts in the comments or on twitter/x.

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  • Math in the Toddler Reading Readiness List

    Math in the Toddler Reading Readiness List

    I previously wrote about preschool math readiness after I found a list for preschool studies. There are many more preschool math concepts inside all the other subjects, too.

    Here’s the list for reading readiness and how math is really a part of these!

    Reading Readiness

    Remembers objects from a given picture.

    If a student can remember things that happened in previous problems in their math homework, they will make the connections faster. This remembering thing is huge in math!

    Knows what a letter is.

    This helps them to understand the difference between symbols with value (numbers) and sybols with no value (letters). Later they’ll be able to see that both letters and numbers can “signpost” things – like in an outline or the answer options on a test.

    Has been read to frequently.

    And count as many things in those books that you can!

    Looks at books and magazines.
    Make sure to include magazines like Time that have graphs and statistics in them.

    Recognizes some nursery rhymes.

    Great silly math one: “A dillar a dollar a 10 o’clock scholar – why do you come so soon? You used to come at 10 o’clock and now you come at noon!”

    Identifies parts of the body.

    The body is full of the symmetry and pairings. Not to mention patterns – like 5 fingers, 5 fingers, 5 toes, 5 toes.

    Identifies objects that have a functional use.

    Scissors cut things in half, glue allows you to add things.

    Knows common farm and zoo animals.

    Notice the pattern in the number of feet animals have. Also, if you multiply the number of animals by 4, you get the number of feet!

    Pronounces own first name.

    Identifying self helps to “name” things – in particular name a numeral with a word (like 2 is “two).

    Pronounces own last name.

    If a child has the same last name as one or both parents, you can point out that as a pattern.

    Expresses self verbally.

    Toddlers have to be ready for everything!

    This includes desires – so it’s a great opportunity to teach them to desire “three more,” and then count down. When they say, “one more,” they think it means “another” – unless they see they can go from three to two to one, etc.

    Identifies other children by name.

    Again – this is a forerunner to identifying the names of numerals.

    Tells the meaning of simple words.

    Number words are words too. Knowing the meaning of number words is important.

    Repeats a sentence of 6-8 words.

    When kids can repeat a sentence, they are ready to start repeating math facts. The sentence, “Four times eight is thirty-two” is pretty much a sentence of six words.

    Completes incomplete sentence with proper word.

    Can you say more math facts? Sweet!

    Has own books.

    And if some of these are counting books, how wonderful!

    Understands that print carries a message.

    This is the basis of equations too. An equation is a “printed” thing that means something, that has a message.

    Pretends to read.

    If your books also have basic math concepts, they can pretend to read those too.

    Uses left-to-right progression.

    Math is also read left to right.

    Answers questions about a short story.

    Include fun math stories and they can practice answering questions about those too.

    Tells the meaning of words heard in story.

    Use stories that have more than one of the same thing like two children – Hansel & Gretel – and Three Little Pigs. Discuss what it would change in the story if there were three children, or four little pigs.

    Looks at pictures and tells a story.

    If the pictures have multiples, they can use some counting and subitzing to explain what’s happening with those many objects.

    Identifies own first name in manuscript.

    Identifying manuscript letters is like identifying written numbers. It takes some time to see the differences between a 4 in print and a 4 in writing.

    Prints own first name.

    When they can do this, they also can print their phone number, zip code and street number.

    What you can do

    Notice that there’s math in so much – even toddler reading readiness. When you get your children ready for school – whether it’s homeschool or classroom school – you remind them that they are also doing math.

    The more they hear that they’re doing math, the better they’ll be when the get into an “official” math class.

    Got any tips? Share them in the comments. And you can also tweet this!

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