Math Reading Strategy for any
Classroom
Philosophy
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Main goal for this learning strategy is for
students to master their vocabulary and use
more often.
Reading comprehension, functional writing,
and reflection are all components to any high
standard studies practice.
The source book is “The Write Path I:
Mathematics Teacher Guide”.

Neglect of mathematics works injury to all knowledge, since he who is
ignorant of it cannot know the other sciences or the things of the world.
- Roger Bacon
Today’s Objective
Students will:
 Increase the familiarity and fluency of their
mathematical vocabulary.
 Create a personalized mathematics dictionary.
Timeline:
 10-20 minutes for students to set up their
personal math dictionary and make the first
entries.
WICR Strategies
•
Great tool to review understanding,
practice pre-knowledge, or help build
insights into comprehension.
Writing to Learn
--Verbalize and write the definition
of terms and concepts.
--Represent terms and concepts
pictorially.
• Collaboration
--Construct a dictionary of study
terms and concepts in
collaborative groups.
• Reading to Learn
--Read class notes, the word wall, a
dictionary, or textbook to clarify
the definition of terms and
concepts.
NCTM Standards
Communication
Instructional programs from
pre-kindergarten through grade 12
Should enable all students to:
•Organize and consolidate their
mathematical thinking through
communication.
•Communicate their mathematical
thinking coherently and clearly to
peers, teachers, and others.
•Analyze and evaluate the
mathematical thinking and strategies
of others.
•Use the language of mathematics
to express mathematical ideas
precisely.
???
Rational and Alignment
Rationale
Clear understanding of the academic language utilized in mathematics is a
foundational skill. Providing students with opportunities to master new vocabulary and
concepts is critical.
Vertical Alignment
“Math Dictionaries” can be constructed and adapted to any level. At the higher grades
the degree of complexity will increase.
Compare and Contrast Organizer
Materials/Preparation
•Student Handout 4.10a: “Create
Your own Math Dictionary”
•Index cards
•1.5 inch metal ring
•Hole puncher
Great tool for those of you looking for
some new way to master vocabulary.
•Optional:
--Dictionaries
--Glossary from text
--Spanish/English Dictionaries
--Word Wall
Instructions
Instructions
 Distribute index cards and metal rings.
 Distribute Student Handout 4.10a: “Create Your
Own Math Dictionary.”
 Ask students to create a Cover Card for their
dictionary. The card should include their name
and class period. Allow students time to creatively
decorate their cover card.
 Ask students to hole punch their Cover Card and
several blank cards in the top left hand corner.
Instructions part 2
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Show students how to attach the hole-punched
cards to the metal ring.
Provide students with a list of vocabulary words
and concepts.
Encourage students to incorporate humor into
illustrations and definitions. Humor, color, and
creativity will improve memory.
Model the creation of a vocabulary card. Use
creativity, humor, and color.
Ask students to work together or alone to
construct cards.
Instructions part 3
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Encourage students to include time in their
planning agenda to study and construct cards
weekly.
Ask students to alphabetize their cards for
easy access.
Display exemplar cards on a class Word Wall.
Collect cards and grade them once every one
to two weeks.
Higher-Level Questions
Level Two
 How are the cards in each of the groups
similar and different?
Level Three
 What are the characteristics of vocabulary
cards that aid learning?
 What are some ways to use vocabulary cards
to help with the master of math vocabulary and
concepts?
Formative Assessment

Assess cards regularly for completeness and
accuracy.

Provide opportunities for students to design
and play informal games with their cards.
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Vote on cards to include as exemplars for the
class “Word Wall.”
How to earn additional Professional
Development on this strategy
Write your lesson plan incorporating the strategy.
Implement that lesson and save any artifacts for
documentation.
Contact your mentor via email and provide the
following information:
1.
2.
3.
a.
b.
c.
When did you use the strategy?
When would you like to meet? (15 minutes after school)
Mentor will send you a self-reflection form to complete &
confirm possible meeting time.
For the meeting bring the following:
4.
a.
b.
c.
Hard copy of the lesson
Student artifacts
Completed self-reflection form
Follow up questions
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1. What did you learn or find interesting?
2. How can you apply this knowledge or
information to your own classroom or lessons?
3. Did you find this information useful or
relevant?
4. What specific information stood out for you?
Please explain.
5. Do you have any follow up questions or
comments?
Sources used

Donohue, Jim and Tim Gill. (2009). The Write Path I: Mathematics.
AVID Press. San Diego