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Effective Math Strategies for Second Language Learners: Workshop Overview

This workshop, led by Dr. Kristin Percy Calaff, focuses on developing effective instructional strategies to enhance the mathematical thinking of second language learners. Participants will review effective methods for teaching math to English Language Learners (ELLs), practice Singapore model drawing, and create math workshops. Key components include establishing explicit purposes for lessons, implementing cognitive content dictionaries, and utilizing a variety of input and output strategies such as cooperative learning and problem-solving techniques. Join us for dynamic lessons that promote engagement and understanding in mathematics.

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Effective Math Strategies for Second Language Learners: Workshop Overview

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  1. Math Workshop for Second Language Learners WABE 2012 Dr. Kristin Percy Calaff kcalaff@comcast.net

  2. Workshop Agenda Purpose: To develop effective instructional strategies in order to build the mathematical thinking of second language learners. • Review effective ELL math instruction • Practice Singapore model drawing • Develop a math “workshop”

  3. Effective Math Instruction Explicit Purpose Statements • Use a sentence frame • The purpose of today’s lesson is to… in order to… • We will…so we can… • Key Components • What? (name the activity) • Why? (link to long-term goal) • How? (plan your assessment tool)

  4. Effective Math Instruction Input Strategies • Cognitive Content Dictionary • Signal Words • Pictorials • Chants • Process Grid

  5. CCD - Fractions

  6. Addition Add Plus Sum Combine Counting On 3+3=6 3plus3equals6 4+4= 4…5, 6, 7, 8 total How many? Altogether In all 3 +3 6 equals Problem, Equation, Number Sentence Operation Vocabulary Key Purple= Related to the Symbol Green= Related to word problems Red= Related to equations Pink= numbers 4+4=8 Pictorial - Addition plus Everett Public Schools

  7. The Mr. Four Bugaloo I’m Mr. Four and I’m here to say I count by 4’s almost every day. 4…8…12…16 I skip all the numbers in between. Next I count 20, 24, and 28, I’m almost there and I’m feeling great! 32, 36, and 40, woo-hoo! Doing the Mr. Four Bugaloo!

  8. Process Grid - Quadrilaterals Everett Public Schools

  9. Effective Math Instruction Output Strategies • Turn and talk / 10:2 • Explain your thinking • How did you get that? • How do you know? • I used the ______ strategy because… • Group Work / Team Tasks • Cooperative roles in math • “Don’t touch their pencil.”

  10. Singapore Problem-Solving • 1. UNDERSTAND • Read the problem. • Underline the important information. (Who? What? How?) • Write a “mmm” statement. • 2. PLAN • Draw a diagram. • Label the parts. • Put the ? in place. • 3. SOLVE • Do the math. (Choose a strategy.) • 4. CHECK • Fill in in your answer. (Does it make sense?)

  11. Karen had $12 more than José. If José had $23, how much did they have altogether?

  12. Marisa and Lucas were giving out flyers to advertise a car wash for their class. Marisa gave out 3 times as many flyers as Lucas. If Lucas gave out 6 flyers, how many did they give out altogether?

  13. Johnny had 30 candy bars to sell for his scout troop. If he sold 3/5 of the candy bars on the first day, how many did he have left to sell?

  14. Why Math Workshop? • Differentiated Instruction • Smaller groups = Individual attention • More effective use of Para support • Greater student ownership • Increased motivation

  15. How Does It Work? • 2 or 3 flexible groups • Daily formative assessment • Teacher repeats/adjusts “mini-lesson” • Students practice independently • “Math Experts” assist peers • Students do extension/review activities

  16. Two-Group Workshop Model * Para/Volunteer may assist, if available

  17. Key Elements of Math Workshop • Mini-Lessons • Additional manipulatives • High-level concepts, simple numbers • Challenge problems • Independent Practice • Clear Expectations • Math “Experts” • Readiness/Extension Activities • Readiness (from previous year) • Games, Extensions • Computer: Math Playground, Xtra Math

  18. Three-Group Workshop Model * Para/Volunteer assists

  19. Plan Your Workshop • How will you assess and group students? • What assistance do you have available? • Will you use a 2 or 3 group model? • What readiness activities do you need? • What extension activities will you use? • How will you teach expectations for student ownership and independence?

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