1. Making observations. What do you notice? What do you wonder?
- Provide something straight forward and familiar for students to engage with but allow for space for deepen the conversation mathematically.
- In the example below, some students might say “I see squares” and “I see rectangles”. That’s the most basic observation. Others might also point out the colors or wonder why some are different colors or different shapes.
- If this is an introduction to a new concept, you can leave it wide open. If it is a review of the day’s previous skill you can gear the conversation toward the math ideas or vocabulary you practiced the day(s) prior.
2. Disappearing Words
Think of six to seven vocabulary words or mathematical expressions you expect students to be using. Write them on the board in marker. (Note: it might be helpful for yourself to have the list in order on a paper in your hand.)
Tell the students they are going to practice some math vocabulary and test their memories. First, model by reading each of the words out loud (this helps students hear proper pronunciation).
Then, explain that the entire class is going to say the words together but need to wait until I point to the word. I point to the first word and the class repeats it. I do the same for the next few but then pause to make sure they are waiting to say the word until I point to it. (Note: otherwise there will be a few kids that read through the whole list quickly and ruin the activity). Continue until the class says all of the words.
Now, you choose a students to pick one of the words. Once they pick it, you erase that word from the whiteboard and tell them that we are going to say the words again but we have to remember the word that was erased and say it when I point to the blank space. After doing another round, ask another student another word that should be erased. Run through it again until all of the words are erased. In that final round, you are pointing to multiple blank spaces on the board where the words once were and students are repeating the words and trying to remember what the order is.
Have some fun with this! This allows students to practice saying the important vocabulary and storing it in their memory. Obviously, you still need to work on what they mean and how to apply them, but it’s a great way to start class and introduce/ remind students of the explicit mathematical language that is expected in class.
3. Split Dictation
A split dictation is a chance for students to practice speaking, writing, and listening to math vocabulary (and English, in general, for multilingual learners). It’s an excellent way for students to get a quick introduction to a unit or a lesson by talking with a peer rather than hearing it from the teacher.
How: First, write a short paragraph that explains an important overview of a unit or lesson (2 – 5 paragraphs). Keep sentences short to the point so it is accessible for all reading levels and English proficiency.
Then, make a copy of the paragraph – one will be read by partner A and the other will be read by partner B. Go through partner A’s copy and find a handful of words that you deem mathematical or at least connected to the academic language needed for the unit or lesson. Delete those words and leave a blank space in the paragraph where the students can write the word.
Finally, look at partner B’s paragraph and find alternative words to delete and leave a blank space.
Tell students: Partner A will read first. When they get to a blank space, partner B will have the word on their page and need to share with partner A. Partner A will write down the word and then continue reading, filling in the missing words with the help of partner B along the way. When partner A finishes, partner B will read their paragraph and ask partner A to share any words needed for their blank spaces.
For partners that finish early, ask them to identify any words that are new to them or which ideas they think will be the most important from the paragraph.
4. Estimation
After watching a video, viewing a photo, or listening to a prompt or audio clip, ask students to make an estimation. The estimate will set up the math that will follow in the lesson and begin with a conversation where all students have access to share their answer and attempt to support it with evidence.
5. Leveled Reading
Give students a chance to come in and read about what they will be engaging in today. The reading gives students a chance to be grounded and gives the teacher a chance to check in with students as they come in. Recognizing students might be at different reading levels and English proficiency, create a few different levels available to students. Be careful not to assume which level students would like – give them the choice and you’ll be delightfully surprised how many students want the added challenge.
6. Partner Practice
Rather than having problems up on the board and expecting students to complete them in their notebook, turn it into a partner activity.
7. Card Sort
Card sorts are a great way for students to make sense of what they’ve learned . It can be a way of looking for patterns or identifying key features of visual representations.
Card sorts can ask students to match the algebraic expression with the written form of the expression in words.
Another is to give an image and ask the students to sort them into common groups. For example – “sort into graphs with (1) positive slopes, (2) a slope of zero, and (3) negative slopes”. You could also show tables, graphs, equations, and a story and the students’ job is to find which combinations are matches. There are quite a few possibilities for card sorts.
