From Arithmetic to Algebra: Variables, Word Problems, Fractions and the Rules

Teaching Strategies

The teaching strategies that I will use for this unit are Whole Group and Small Group Instruction, Think-Pair-Share, and Choral Reading. Learning styles inventories are an important resource that I use to identify the types of learners that are in the classroom. The learning styles inventory will support the

Whole Group/Small Group

Because this unit is focused on the reading and math abilities of students, it is crucial for me to able to assess the reading needs of each student through whole group instruction as well as small group discussion. Before any learning is done, I will set the tone of respect, confidence, trust, and openness for the classroom. I take a firm stance in letting the students know that I have their best interest (“I got their backs”) if they make mistakes, and I will not allow other students to make fun of them. This is crucial because as an eighth-grade student with pride and ego, it can be difficult to address reading in a math classroom. I often share my experience as a shy and reserved student who was nervous to read in class because of the fear of making a mistake. I also share how some of my previous students could not read as well as other students but continued to practice because they wanted to get better and they knew I would not let other students tease them. I ended those stories and experiences by telling the students that part of the classroom rules and norms is to show respect to their peers when trying something new and to embrace ‘failure’ as part of the process of learning. We will share stories of how everyone learns from failures (or mistakes)—touching a hot stove, learning from a ‘failed’ friendship, etc.

After the expectations are explained for classroom norms, I will explain that throughout the year we will be strengthening reading abilities while working on word problems.  During whole group instruction, students will be asked to recall prior knowledge from their experiences in sixth and seventh grade with solving equations.  It has been my experience that students will give explicit examples such x+3=7 or 2x=8 as evidence that they remember what an equation ‘looks like.’  Rarely, if ever, have they given a one- or two-step word problem as an example. The student responses will serve as segue to reassure the students that word problems can be solved with equations, like those they mentioned, or without writing down equations then solving them.  The objective for the day and the forthcoming weeks, which is to strengthen reading abilities while solving word problems, will be written down in place that students can see and refer to.

I anticipate several ‘sighs’ because most students tend to avoid word problems because they say ‘it is too much reading.’  I will prompt them for feedback as to why they do not enjoy word problems:  Is the reading difficult? Is the math too hard?  Are word problems too long?  Did your previous math teachers ever cover word problems?  I read several different one-step and two-step word problems. I will also model how the students can ‘solve’ the word problems arithmetically and algebraically.

Think-Pair-Share

Students need many opportunities to talk in a linguistically rich environment. Researchers have found that students' learning is enhanced when they have many opportunities to elaborate on ideas through talk¹⁴.

In sharing their ideas, students take ownership of their learning and negotiate meanings rather than rely solely on the teacher's authority¹⁵.

The Think-Pair-Share strategy will be important for strengthening reading abilities as well as sharing problem solving techniques.  After whole group instruction, students will be told to form groups of no more than three with their “shoulder partner” (or closet seated student).  Students will initially be given the same one-step addition/subtraction word problems at the Tier 3 reading level.  The processes for this strategy is to have students individually take a moment to read and think about the word problem then determine how they would solve it.  Students will select someone to discuss with the class what the problem is asking for, how they solved it, and if there was anything (vocabulary, expressions, etc.) that was unclear in the word problems.  This is a great opportunity for the students and teacher to learn from their feedback.  Because this unit serves as a foundation for building and strengthening reading skills focusing solely on one-step addition/subtraction word problems, students will visit higher reading level one- and two-step addition/subtraction word problems as their abilities progress throughout the school year.  Some examples one-step and two-step word problems at higher reading Tier levels (Tier 1 and 2) can be found in the Appendix.  

Choral Reading

Through repeated readings of the text, the reader increases sight word vocabulary and ability to decode words quickly and accurately. This fluent reading enables the reader to spend less time on decoding and have greater comprehension of the text¹⁶.

The choral reading strategy is based on having students read aloud, in unison, the same text (word problems) with me (the teacher).  In a typical reading classroom, students would ‘choral read’ information from a classroom text or novel out loud so that everyone is following and reading along.  For this unit, in the mathematics classroom, students will read one-step word problems in unison to strengthen their fluency and comprehension.  Questions will be asked to ensure students comprehend what they read.  I will model how to read and also highlight strategies for what to do when I get to unfamiliar vocabulary and/or information.  Again, for this unit I will focus on strengthening the fluency and comprehension through the one-step addition/subtraction word problems.  If students continue to struggle, I will pull those students into a small group to continue practicing.  Those students that show strengths in reading fluency and comprehension will solve one-step addition/subtraction word problems at a higher level (Tier 1 or 2).  As the year progresses, it is my hope and goal that the students reading and math abilities progress.  To accommodate for their progression, I will tailor the type of word problem (one-, two-, or three-step) with the applicable reading grade level.