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Problem Solving June 2001 (v 25.4)
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Mathematics Word Walls: GRADES K–2
On page 27 of this ComMuniCator
is an article titled “Using a Word Wall to Increase Mathematics
Vocabulary.” We know that many primary teachers already have a word
wall in their classrooms to instruct students in the language of
mathematics.
Please send us a description and/or a
photo of your mathematics word wall along with how you are using it
with your students.
If you have
samples of students’ word wall work, please also include them. Perhaps
you may prefer to use your ideas to submit an activity or article for a
future ComMuniCator.
Word Walls: GRADES 3–5
The focus of this edition of the ComMuniCator
is on Mathematics and Language Connections. “Using a Word Wall to
Increase Mathematics Vocabulary” is an article that appears in this
current issue.
With the numerous English
Language Learners, increased emphasis is placed on language development
in all subject areas and across all grade levels. The concept of
vocabulary development and enrichment permeates all grade levels.
As
new words are introduced, have students create their own Word Walls in
a notebook that they may refer to when needed. As students personalize
their vocabulary, they are also creating their own understandings.
As
thought-starters in the lower grades, you may suggest captions such as
positional words or comparing words. Geometry lends itself to many
topics such as comparing and contrasting shapes, similarities, and
congruence. Send us samples or photographs of student work and share
with us what they learned by using this method.
Mathematics Interview: GRADES 6–8
Writing about
mathematics can often help students connect language and mathematics.
Interviewing adults about the ways in which they use mathematics in
their job or in everyday life can also help the students connect the
mathematics they are learning in the classroom with the ability to
solve problems and work successfully in their adult life.
Students
should develop a list of questions that reveal more than a mere
“laundry list” of responses. The process of developing good questions
should result in a more interesting report. One example might include:
“How do you view the importance of mathematics today as compared to
your view when you were in school?”
The ComMuniCator Panel is interested in receiving pre-writing work as well as finished student work.
Reversible Magic Squares GRADES 9–12
Present the following Magic Square to your students.
| 15 | 96 | 93 | 38 | | 94 | 37 | 16 | 95 | | 36 | 91 | 98 | 17 | | 97 | 18 | 35 | 92 |
Tell them to reverse the digits of each entry and to verify that another Magic Square is formed. Both have the magic sum of 242.
| 51 | 69 | 39 | 83 | | 49 | 73 | 61 | 59 | | 63 | 19 | 89 | 71 | | 79 | 81 | 53 | 29 |
Ask your students to investigate this curious Magic Square and explain
why reversing the digits creates a new Magic Square. Then have them
create their own Reversible Magic Squares. The original Magic Square
and its reverse need not have the same magic sum.
Submit
student work that includes an explanation of how the student approached
solving this problem. Also include samples of student-created Magic
Squares.
Return to Student Problem Soving Main Page.
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This Page was last updated: Saturday, March 6, 2004 at 11:36:58 AM
This page was originally posted: 6/30/2002; 10:04:10 PM.
Copyright 2008 cmcmath
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