Can you complete the following math problem?
A tile company ______ ____ tiles in the
shape of ________ __________. The
longer _____ of the smallest _______
is 20 cm. Each ____ of this
______ has a length of 4 cm,
and the _____ has a ______ of 43 cm. The next
larger _______ has the same _____ _____ of the
first and has a ______ of 51 cm. The third _____ in
the ____ has the same ____ _____ as the other two
and a ______ of 67 cm.
What would be the ______
of each _____ of the third
_____?
This math problem shows what it may be like for an EAL
student to read something in your class. How could you help that student
understand and complete the problem?
Although this week’s tip focuses on challenges
students might encounter in a math classroom, but the ideas are relevant to all
content-area teachers. I hope you can all find something meaningful to your
practice in this tip of the week.
Math is not necessarily easy for EAL students. Here
are some challenges they may face:
-
Math words
may have different meanings in everyday language (eg. Table, face, leg, base,
product, etc)
-
Math texts
are written in a very compact style (lots of information in each sentence) which
makes it more challenging to construct meaning from
context.
-
The syntax
of word problems is challenging (pronouns, prepositions, conditional sentences,
passive voice, etc).
-
Concepts
may be taught differently in other countries:
o commas and decimals are
interchanged
o numerals are written differently (eg.
7 with or without a line through it)
o different methods are used for
arithmetic operations
o students may have never used
manipulatives before
o estimation and geometry are not
emphasized in some countries
Here
are some things teachers can do to help EAL students:
-
Draw a
visual to go with word problems on assignments and
tests
-
Create a
math word wall in your classroom that shows the meanings (definition/ visual) of
commonly used words)
-
Help
students create a “math dictionary” of key words (word, translation, visual,
example, etc) to keep in their binder
-
Simplify
the wording of word problems on assignments and tests
Here are 3 examples of what a student might understand
if they read a geometry word problem. Imagine how much easier this problem
would be if the teacher provided a visual to go with
it.
Low Beginning Student (stage 1 reading – understands a
minimal amount of words):
A ___ ____ _____ ____
___ ___ the ____ __
_______ _____. The _______ ____ __
the ______ _____ __ 20 cm. ______ __
__ __ ____ __
a ___ _ 4 cm, and the
______ ___ a ____ of 43
cm. The ____ ____ _____ ____ the
_____ ___ ____ __ the ___ and
____ a _____ ______ 51 cm. The _____
______ __ the ___ __ the
____ __ _____ ___ the
_____ two and a ______ __ 67 cm.
_____ _____ ___ the
______ __ ___ __ __ the ____ ______
?
Intermediate Student (stage 3 reading – understands
many “everyday” English words, but not many academic/content area
words):
A tile company ______ ____ tiles in the
shape of ________ __________. The
longer _____ of the smallest _______
is 20 cm. Each ____ of this
______ has a length of 4 cm,
and the _____ has a ______ of 43 cm. The next
larger _______ has the same _____ _____ of the
first and has a ______ of 51 cm. The third _____ in
the ____ has the same ____ _____ as the other two
and a ______ of 67 cm.
What would be the ______
of each _____ of the third
_____?
Advanced Student (stage 5 reading- understands
everyday, content area, and academic words):
A tile company manufactures decorative tiles in the
shape of isosceles trapezoids. The longer base of the smallest trapezoid is 20
cm. Each leg of this trapezoid has a length of 4 cm, and the trapezoid has a
perimeter of 43 cm. The next larger trapezoid has the same base
lengths as the first and has a perimeter of 51 cm. The third trapezoid in the
series has the same base lengths as the other two and a perimeter of 67
cm.
What would be the length of each leg of the third
trapezoid?
The information from this week’s tip is from Making
Math Accessible to English Language Learners: Practical Tips and Suggestions
grades 9-12. There are additional suggestions and strategies in the book. We
have a copy of it in the EAL office in W121. Please talk to Heidi or Andrea if
you would like to borrow it.
Thanks!
