The Writing-Math Connection

        Because a school day is packed with academic requirements, and there is not enough time to accomplish everything, we have to "double dip" and sometimes even triple dip---we have to integrate writing with math, and science with social studies, and so on.

        Tomorrow I go back to work officially.  I had a marathon session over the weekend, and spent some time yesterday---most of the day---unpacking boxes and trying to figure out the best configuation of the desks and bookcases.

        As I'm moving furniture here, then there, and back to here, my mind is trying to sort out the puzzle of how I can do the best job I can with my students.

         I found a couple of  math sites that might be helpful.  I also remembered a poetry activity that can easily be used in math to help students deepen their understanding.

Articles and Activities

      As I was thinking about activities that would engage the students, I remembered "Two Voice" poems.  These are poems that are meant to be read aloud by two students/performers.  They highlight the differences as well as the similarities between people, objects, books, characters in a story, etc.  Check these books below (there's even a math one):




















Here is a rough version (hey, I'm writing it right now, off the top of my head) so that you get the idea.  The lines off to the left and right are said by the performers---one takes the left lines, the other student takes the right lines.  The lines that are in the middle are said in unison by both of the students.  (And remember when you are gauging me on your Lame-O Meter, I teach third grade---what is lame to middle-schoolers is fun to third graders.)

               




       Subtraction and Addition---Opposites Attract

                     I am addition

                                                                                                                               And I am subtraction

                                                         We are opposites, yet we're friends

                   I use the plus sign         

                                                                                                                           Of course, I use the minus sign

                 I start with smaller numbers
                and end up with a bigger number

                                                                                                                     While I start with a bigger number
                                                                                                                      and end up with a smaller number

                                                       
                                                         And even though we're very different,
                                                         we stick together, like when you go to the store.


               When you buy a bunch of stuff,
               the cashier adds all the things together
               (which is called the sum or total)

                                                                                                                    Then the cashier subtracts  the total 
                                                                                                                    from the money you have, 
                                                                                                                    and you get some money back,
                                                                                                                  (which is called the difference or the change back) 

                                 We are great friends---we're addition and subtraction!

        This kind of poem works well whenever the two "subjects" are opposite.  It can be ideas or activities--good vs. evil, talking vs. listening---as well.

        I would love to hear from teachers who try a two-voice poem in their classroom...Did it work?  What did your students think of it?  What are some obstacles you had to contend with?



                                                                    
                                                                                                      



                                                  

                                                                            

Good Grief! We Have to Write in Math ?!?

             I got this activity idea from Diane Scollay, the former director of the Gateway Writing Project.  It's from this book (another one I will probably end up purchasing...):

         As a third grade teacher, we are constantly struggling with teaching students ways they can interpret, understand and create word problems.  Quite often, my students act out math scenarios, but this takes it to another level...

             This is called the "Stop Freeze Method" or the "Word Problem Playlet."

*  Students, in small groups, write a short play focusing on a word problem.

• *   They need to determine the setting and the characters as they create an original word problem.

*  Each group will draft, and then perform, their playlet.

*  As the rest of the class is watching, and after they have been presented with enough information, they ask a question of the audience and then say, "Freeze!"  (I am going to have the "performers" freeze during this think/work time, even though the version I have doesn't include this tip.)

*  Members of the class use the given information presented in the playlet to solve the problem.

*  This helps the students visualize the steps they need to perform in order to solve problems, because they have seen it acted out. 

(If it is a two-step problem---for example, if they need to find a total and then subtract it to find the amount of change,----the play can stop at two points.)

Here is an example written by Jacob and Natalie:

Haley:  Let's go to the candy store, Jason!

Jason:  But what if we get a stomachache?

Haley:  I'm not going to get a stomachache.  I'm practically sweet all over.  (My students would not be able to deliver or hear this line and keep a straight face.  Some of them might even barf...)

Jason:  Well then, okay.  Let's go to the Yum Yum Tree at the mall.  

Narrator:  Haley and Jason ride their bikes over to the Yum Yum Tree near their home.  They park their bikes in the rack and run into the store.

Haley:  I really want to buy a peanut butter fudge popsicle.  I think it costs 55 cents.

Jason:  I think I want one of those giant rainbow lollipops for 75 cents.  Mom gave me $5.00.  She said I could treat.

Cashier:  (Smiling as she rings up their candy)  Boy, you guys must really be hungry!  Altogether that will be...FREEZE!  (The audience works to figure out the total.)

Jason:  (Handing the cashier a five dollar bill) I have enough!  Mom says we can buy a book with the change.

Cashier:  And your change is...FREEZE!  (The audience works out the change the kids will receive.)

Haley and Jason:  (Looking at the change excitedly)  Wow!  Let's ride over to the book sale at the library...