1 Math for ESL Students This session will introduce math activities that integrate mathematics and English vocabulary using hands-on manipulatives that engage collaborative learning. We will explore free resources; engage numeracy by providing a balance between skill building and functional need; and demonstrate that games, hard-copies, and computer-based interactions can create a rewarding instructional balance. Example activities begin with a problem-posing point (e.g. mistake on a paycheck), then provide a context for learning new skills (e.g. subtracting decimals), provide detail (e.g. Adding decimals), and conclude with practical application (e.g. adding sales tax for fast food bills). Presented by: Michael Matos Albany Park Community Center – Chicago, Illinois [email protected](access to Google Docs) 2016 Forum for Excellence Conference Wednesday, September 28, 2016 — 2:30 PM – 3:30 PM This session is sponsored by IACEA.
Transcript
1
Math for ESL Students
This session will introduce math activities that integrate mathematics and English vocabulary using hands-on manipulatives that engage collaborative learning. We will explore free resources; engage numeracy by providing a balance between skill building and functional need; and demonstrate that games, hard-copies, and computer-based interactions can create a rewarding instructional balance. Example activities begin with a problem-posing point (e.g. mistake on a paycheck), then provide a context for learning new skills (e.g. subtracting decimals), provide detail (e.g. Adding decimals), and conclude with practical application (e.g. adding sales tax for fast food bills).
Presented by: Michael Matos Albany Park Community Center – Chicago, Illinois [email protected] (access to Google Docs) 2016 Forum for Excellence Conference Wednesday, September 28, 2016 — 2:30 PM – 3:30 PM This session is sponsored by IACEA.
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Teaching Strategies in Math for ESL Students
The integration of the English language within math content is essential for assisting
ESL students to develop a good understanding of mathematics.
1. Teach mathematical vocabulary and language structures daily. 2. Post math vocabulary cards around the classroom on completed problems, number
lines, rulers, fraction diagrams, and other objects. 3. Model the problem solving process by talking aloud while solving problems on the
overhead, chalkboard, or interactive white board to demonstrate thinking processes. 4. Use math Cloze exercises or sentence prompts for students to copy and complete when
they enter class or during reviews. 5. Give students a computation problem to solve and then have them write the steps they
used to solve it in complete English sentences. 6. Design multi-sensory lessons that address various student learning styles, i.e., visual,
auditory, tactile, and kinesthetic. 7. Use visuals whenever possible to reinforce auditory instruction, i.e., charts, graphs,
manipulatives, diagrams, models, real objects. 8. Provide explicit instructions and practice with reading and writing word problems. Teach
students to identify key words for solving word problems and identifying mathematical operations.
9. Use graphic organizers to visually represent mathematical concepts. 10. Simplify the language used rather than the mathematical concepts taught by using
known vocabulary and simple sentence constructions. 11. When ESL students speak, focus on their message rather than their grammatical skills
and accuracy. Respond using the proper grammatical form rather than overtly correcting their mistakes.
12. Integrate reading and writing about math through the use of journals, learning logs, and literature.
13. Give ESL students alternate ways to participate in whole-class discussions and respond to questions, i.e., think/pair/share, flashcards to raise over head, hand and/or body movements, individual chalkboards for solving computations.
14. Integrate hands-on activities by using manipulatives, real life materials, and calculators. 15. Integrate educational technology tools, i.e., Web 2.0 online tools, interactive math
websites, and interactive computer games. 16. Teach math note-taking skills, because copying notes is an effective way for learning
English writing conventions. 17. Review mathematical vocabulary and concepts using math games, examples include Tic-
Money Stories, Poems, and Songs To develop activities and practice for ESL Math
One a Penny
One a penny,
Two a penny,
Three a penny,
More,
Four a penny,
Five a penny,
That's a nickel more.
Six a penny,
Seven a penny,
Eight a penny,
More,
Nine a penny,
Ten a penny,
That's a dime for the store!
Penny, penny,
Easily spent.
Copper brown
and worth one cent.
Nickel, nickel,
Thick and fat.
You're worth five cents,
I know that.
Dime, dime,
Little and thin.
I remember,
you're worth ten.
Quarter, quarter,
big and bold.
You're worth twenty-five
I am told.
Money Rhymes
Twenty five cents, Money that rhymes,
Take one nickel Add two dimes.
Three fat nickels, One thin dime.
Makes twenty-five cents Every time.
Five fat nickels, No thin dimes.
Makes twenty-five cents Any time.
The Penny
See the shiny penny, brown as it can be, With two maple leaves for all of us to see.
It's made out of copper at a mint, A penny's worth one whole cent.
The Nickel
A resting beaver will be found On a nickel, shiny, smooth, and round.
The Queen is on the other side. A nickel is worth five cents. Say it with
pride.
The Dime
A dime is the smallest coin of them all, With the Bluenose sailing nice and tall.
A dime is worth ten cents. Don't you agree?
Which makes me happy as can be!
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Smart –Poetry and Math
Instructions: Read the poem below and answer the questions that follow.
Part I: Smart Poetry Reading
Smart My dad gave me one dollar bill ‘Cause I’m his smartest son, And I swapped it for two shiny quarters ‘Cause two is more than one! And then I took the quarters And traded them to Lou For three dimes—I guess he don’t know That three is more than two! Just then, along came old blind Bates And just ‘cause he can’t see He gave me four nickels for my three dimes, And four is more than three! And I took the nickels to Hiram Coombs Down at the seed-feed store, And the fool gave me five pennies for them, And five is more than four! And then I went and showed my dad, And he got red in the cheeks And closed his eyes and shook his head--- Too proud of me to speak! --- Shel Silverstein From Where the Sidewalk Ends HarperCollins Publishers: 1974
Instructions: Type or write correct letter on the line.
Show the amount of coins that the character gets when he trades his money and add them up. Part II: Multiple Choice “Smart” Questions
1)
My dad gave me one dollar bill
‘Cause I’m his smartest son,
And I swapped it for two shiny quarters
‘Cause two is more than one!
a. Two quarters = .50 cents
b. Six quarters = $1.50
c. One quarter = .25 cents
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DRAW and WRITE about the NUMBERS
1. Draw a table or chart that represents 9/11.
2. Shade in 3/6
3. Write the fraction for
4. Write the alphabetic expression for ¼ (example 1/2 is one-half)
5. Write the alphabetic sentence for example 2+2=4.
2 + 9 = 17 - 6
5. Write the alphabetic expression for 7/9. Type or write below.
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Drag the boxes to make a flow chart with examples on how to solve equations.
Copy the arrows you need.
Steps for Solving
Equations
Combine Like Terms
Isolate the Variable
You Wish to Solve For
Substitute Your
Answer into the
Original Equation
Solve the equation
for x.
(2/5) x = 8
Solve the following equation for
the variable in the equation.
9x + 3 = 8x + 19
Combine like terms and
simplify
3z + 5 +2z = 12 + 4z
Result:
72 = 72
Isolate the Terms that
Contain the Variable
Solve the following equation for the
variable in the equation.
38 = z + 15
a + 12 = b, and a = 9, find the value for b.
Result:
x = 20 Result:
x = 16
Result:
23 = z
Result:
5 = 12 – z
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2 by 2
Try to fill in the missing numbers in the puzzle below.
Use the numbers 1 through 4 to complete the equations. Each number is only used once. Each row is a math equation. Each column is a math equation. Remember that multiplication and division are performed before addition and subtraction.
2 to the right and 2 forward
Try to fill in the missing numbers in the puzzle below.
Use the numbers 1 through 4 to complete the equations. Each number is only used once. Each row is a math equation. Each column is a math equation. Remember that multiplication and division are performed before addition and subtraction. Created with Puzzlemaker at DiscoveryEducation.com
Players take turns to cross off a pair of adjoining numbers with a difference of 11, e.g. 15 and 4 (15 - 4=11). The pair of numbers must be in squares that are joined by a side, not joined by corners. Once a number has been crossed off, it cannot be used again. The last player who is able to cross off a pair is the winner for that game.
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Celebrate 11-11-11 w/ Equations
To celebrate this special date, can you make 11, three times by putting the given digits into the equations below?
1. Fill in the boxes with these digits to make a true equation – 2, 4, 5, 6.
2. Fill in the boxes with these digits to make a true equation – 3, 8, 8, 9.
3. Fill in the boxes with these digits to make a true equation – 3, 4, 6, 8.
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11-11-11 scoring table
Player 1 Player 2
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Multiplication Table
Multiply the column number by the row number and fill in the answer number to complete the multiplication table.
Ten Toss Probabilities: Use the interactive coin toss at Shoder.org website Hold down CTRL key and click on link http://www.shodor.org/interactivate/activities/Coin/
Complete the table below with results from tosses.
Click on the boxes below and type your answer or write your answer in the boxes below.
What are your odds of tossing heads when you flip a coin? Express your odds as a
fraction. Express it as out of . Express it as a percentage: %
Sprinkle steaks with chopped onion, garlic, orange juice and salt. Rub garlic into meat. Marinate for a few hours in the refrigerator. Brush off the onion pieces and dip each steak into the egg to make sure it’s fully coated. Dip the steak into the crackers, making sure that the ground crackers completely cover the steak. Fry the steaks in cooking oil on medium heat until golden brown and well done. Serve with a few onion rings.
1 US tablespoon = 3 US teaspoons
One shot = one ounce
One cup = eight ounces
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Shopping (clothes, shoes, and accessories)
Read the word problems carefully. Work through and answer
questions below.
1. Marian took her two sons back-to-school shopping in August.
They went to the Mall of America in Bloomington, MN.
Minnesota does not charge sales tax on clothing. First, Marian
bought shoes for her children. One pair of shoes cost $29.99 and
another pair cost $36.99. Next, she bought two pairs of jeans,
each for $27.99. Finally, she bought each boy three new shirts
(two dress shirts and a T-shirt). The dress shirts cost $14.99 each. The T-shirts cost
$7.99 each. How much did Marian spend on her back-to-school purchases?
2. Alex was looking for a good sale on soccer gloves, but he did not
want to buy poor quality. He was hoping to find gloves that he could
use for at least two outdoor seasons. He visited three different
sporting goods stores. At the first store, he found gloves that he
liked for $26.99, but in a sale box at 20% off. The sale price would
be given at the cash register. At the second store, he found gloves
that he really liked for $45.00, but on sale at 25% off. The sale price
would appear at the cash register. At the third store, he found the same gloves for
$40.99, but on sale at 10% off. Again, the sale price would appear at the cash
register. Alex decided that the gloves at the first store were too cheap and probably
not very good quality. He had to decide if he should buy the gloves at the second or
the third store. The gloves were exactly the same brand, color, and size, but the price
of each pair of gloves was a little different. At which store did Alex probably
purchase his gloves?
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Pay Check Deductions
Using the paycheck information below; calculate what percent each of the following
is of the gross (pretax) income and write it on the lines after the questions:
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Use paycheck information to answer questions below.
1. Federal Income Tax
2. State Income Tax
3. FICA
4. Medicare Tax
5. Total Deductions
True or False Paycheck Quiz
Check your understanding of taxes by answering the following questions.
1. Net pay is the total amount of income you receive during a pay period before taxes.
☐ True ☐ False
2. FICA Federal Insurance Contributions Act
☐ True ☐ False
Looking at it from the employer’s math
An employer has one employee, Bob Jones, who is paid $1800.00 per month before deductions. Bob is married and claims two exemptions. His net paycheck is $1478.10. The details of his paycheck are: Gross pay $1800.00
Federal income tax -145.00 State tax -39.20 FICA tax -111.60
Medicare tax -26.10 Net pay $1478.10: In addition, the employer must pay $111.60 for FICA and $26.10 for Medicare. Question: What is the employer’s total labor expense for this month?
