“The Language of Math in the Classroom”

Do Now: What is an Exemplar Student Response to this question?

“What coordinate is THE HEART is located at ?”

PD ObjectiveWhat

?Obj: Incorporate structures that require

students to use math vocabulary appropriately

Why?Student use of math vocabulary boosts conceptual understanding

(aka long Term Understanding)

How? Managing the use of vocabulary in the classroom

Where to start?...... Where we are

3

Do Now: What is an Exemplar Student Response to this question?

“What coordinate is THE HEART is located at ?”

Four Strategies1. Relate current vocabulary to the new

problem2. Relate the current problem to

new vocabulary3. Use (and ask students to use)

math vocabulary in class4. Use (and ask students to use)

math vocabulary on assessments

Strategy 1: Relate current vocabulary to

the new problem• Start the lesson with a goal

problem

• At the appropriate level of rigor (GLE & DOK)

• Ask students to identify the parts at play

• Ask for the conceptual, not procedural

How do you know what the nearest

dollar is?

What does the decimal point tell us?

Strategy 2: Relate the new problem to new vocabulary.

• Label the example problem(s) with students• Use specific

math vocabulary to introduce the vocab or review it.

The nearest dollar means the nearest

single dollar. Round means to get rid of unimportant

digits.

Strategy 3: Use (and ask them to use) math vocabulary in class.

• During INM and GP, ask questions that use only the math vocabulary.

• Accept ONLY answers that use math vocabulary - make them say it!

This input/output table shows +. Find the rule.

What is the first “in”

term?

How do you find the rule?

What is the difference between the in term 6 and the out term 12?

Strategy 4: Use (and ask them to use) math vocabulary on assessments.

Now it’s your turn...

Choose one (or more) of the following strategies.

1.Relate their current vocabulary to the new problem

2.Relate the new problem to new vocabulary

3.Use (and ask them to use) math vocabulary in class

4.Use (and ask students to use) math vocabulary on assessments

Create a script of what you are going to say. (5 mins)

SNAPPY PRACTICE with a partner. (10 mins)

Venn Diagrams

Frayer Models

Webs

Word Banks

Thank you for your time and attention!

Kristen Taylor