What Math have you done today?

*do not include your previous session(s)

“You know, you can think of almost everything as a math problem.”

(from Math Curse by Jon Scieszka)

• Jon Scieszka’s “The Math Curse” tells the story of a child who wakes up one morning and sees everything through a Math lens and she must problem solve her way through her “math curse” day.

Question:

Is this truly a Math Curse?

• We believe that the true “math curse” is not seeing any math beyond the math classroom. When a child views math as an isolated task that happens an hour a day at their desk their learning can be limited. As we have seen in literacy, students who connect their reading and their writing to experiences in their life enjoy these activities more and become more effective language learners. They see a reason for the learning and become motivated to learn.

Math / Literacy ConnectionsMath is the Basis for the Story • The primary intent of the author is to teach math skills through

a picture or chapter book. • Math concepts are obvious

Suggestions for use:• Ask students to relate specifically to the math skill or concept

presented in the book• Share these books as a jumping off point to the into or

reinforcement • Focus on the storyline• Have students respond• Listen for questions and connections• Generate a list or word wall of interesting words.Ex: Greg Tang Books, PM Math Books

Math is Integral to the Understanding of the Story Books incorporate math concepts that students

should understand in order to enhance their comprehension and appreciation of the story

Suggestions for use:• Ask questions that stem directly from the book• Support the idea that math does not drive the

story, but is embedded.• Listen for questions and connections

Ex:  One Grain of Rice, Arithme-tickle

Math Emerges Based on the Reader's Connections • Students have an opportunity to respond

mathematically. • Students recognize the math concepts within the book. Suggestions for use:• Acknowledge when students are making a math

connection to a story• Assist students in realizing that math is integral not

only to daily living, but to literature as well.• Create a classroom environment where kids approach

literature from a math perspective• Do not impose math skills on the book• Focus is totally on the book and how it supports the

curriculum - other than math• Students are encouraged to respond in meaningful

ways.

Math Curse ProjectBonus:

• Math – 5 representations - real world context, symbolically, pictorially, verbally/written

• Student driven content, authentic communication, requires deeper thinking

• Cross curricular -Language Arts &Visual Arts

• Time frame…when should I? When can I ?

• How to read it?

• Explicitly teach how to write it…frantically…

Differentiation

• Differentiated by content

• Differentiated by product

• Differentiated by quantity

Tie in to project

• Ex. 12 ways to get to 11

Examples of student work

12 Ways to Get to 11

• Write an addition sentence with a sum of 48

• Write an addition sentence with a sum of 66 using at least 3 addends.

• Write a number sentence with a product of 24 using more than 2 factors.

• Write a subtraction sentence with a difference of 18.

Differentiate and Challenge

• Write two addition sentences, each with a sum of 48, using at least 3 addends.

• Write a number sentence with a results of 24 using at least two different operations

• Write a division sentence with a quotient of 3 using only odd numbers.

Task:

Think about your class.Brainstorm/anticipate appropriate

topics for your grade level/ students needs

•What Math have you done today?

(Any changes from the first time?)

Draw for the book

• http://hrsbstaff.ednet.ns.ca/kelmac