We all know the importance of Content Area Vocabulary. The state of Ohio allows students to use calculators on the end of the year assessment. I state this because the computation is not the real problem for our students when it comes to solving real world problems. The problem is creating the equations to answer the real world problems. Students must navigate the problem, grapple with the context of the problem, translate the problem, and then come up with what they are supposed to do in order to solve the problem. This process begins with understanding what the problem is asking. That can only happen with content area vocabulary understanding. These lessons are designed to help students define and apply vocabulary that will deepen their understanding with the unit of Expressions and Equations. These words are not isolated to this unit. The resources that the students will build in their Interactive Math Journals will be used throughout the course of the year and further on if the student creates and organizes their notebook.
The idea of day one is to brainstorm, hand out the list of words, talk briefly about the words, then begin to create their resource in their notebooks. Creating the resource is the key for each day of the unit. The resource will be four parts. Categorizing the words by operation (optional foldable idea), defining each term, using the term in a mathematical sentence, and identifying mathematical symbols that will represent each operation.
For today we will do a brainstorm activity, discuss the activity and create the resource. Students will categorize the terms by operations (addition, subtraction, multiplication, division, and equal.) On the student resource sheet that is provided many of the words are already categorized for them. For this lesson you may choose to do a foldable and glue the foldable into the interactive notebooks. Please see the added foldable resource attachment.
The foldable should take about 15 minutes depending upon the amount of words you included in your student resource. Please note, the list is meant to be added to as the unit progresses. Once students conclude their foldable they may choose to begin defining the terms. The terms will be defined by writing appropriate student made mathematical sentences that make sense.
Have students enter the room and sit in their Individual Think Time seats. Instruct students that they will be engaging in a brainstorming activity. During this activity students will be grouped into 5 groups. The groups will represent Addition, Subtraction, Multiplication, Division, and Equal Sign. Now, for this activity each group will participate in each station. Have the students complete the activity. This will take approximately 15 minutes. Students will need their interactive notebooks in hand for this activity. If you keep your notebooks in the classroom have them passed out or instruct your students to take out their interactive notebooks. Please see the attached instructions for this activity. The total time with discussion for the opener will be approximately 25 minutes. This is a great activity and warrants a great discussion. You may want to think of this being a combination of the bell ringer and whole group discussion.
Hand the students the student resource sheet, along with the foldable instruction sheet (if you are opting to use a foldable). This assignment will be done in their I.T.T seats. Students will create their resources on their own. I always like to play soft music, jazz, instrumentals, or classical while projects are going on. For classroom management, I found this keeps the students focused on the project at hand and less time off task. (Side Bar Note)
Instruct them to keep out their interactive notebooks. Have the students use their created brainstorming list as well as the list provided. Students will be able to add any words that were not on the brainstorming list from the list provided. Once you have allowed the students to look through the list, go over the instructions you provided for the foldable. If you want, students can use a notebook page for each operation and list the words that way. Options are available.
Students will categorize each operation key word in their foldable and place in their interactive notebook. Students will take about ten minutes categorizing the key words by operation. If students complete this before the ten minutes has expired urge them to begin writing their sentences. You may want to provide a few examples. For example, with the word product an acceptable sentence would be The product of 3 and 5 is 15. An incorrect sentence would be, I am a product of my environment. The student activity will run into tomorrow’s opener. The sentence writing will take a full period. The goal of today will be for students to complete the foldable.