Do They Really Get It? Adding Meaning to

Do They Really Get It? Adding Meaning to

Do They Really Get It? Adding Meaning to the Math Sheri Lear, Beginning ESL and Basic Math Instructor Nikki Carson-Padilla, Intermediate ESL and College & Career Prep Instructor Objectives: Define numeracy Develop and apply strategies for using context and embedding numeracy into a variety of curricular units

Identify and consider the unique challenges that adult ELLs face in developing numeracy skills in order to plan appropriate instruction Warm-up Answer in pairs: Are numeracy and math the same? (3 min) Numeracy is .having a grasp of numbers and data and the arithmetic and reasoning necessary for everyday life. It means confidently handling money, understanding interest, using timetables, working out journey times and

interpreting graphs and charts - in other words, living in the modern world. http://www.nationalnumeracy.org.uk/numeracy-vs-maths/index.html How did you become numerate? (3 min) Examples of gaps/needs in numeracy education of adult ELLs Lack of target cultural

experience Lack of Lack of contenteveryday specific vocab/basic vocab grammar e.g. a bakers

dozen or a mileage map e.g. a brick, a pair of pants e.g. not knowing how to divide What Could Interfere with

Getting It? Camping Adventure free from www.superteacherworksheets.com Math Story by Claudette J. Young Last Saturday Wendy invited five friends for a weekend campout in her backyard. At the store, they bought: 16 ounce package of ten hot dogs @ $1.49 11 ounce package of hot dog buns @ $1.98 14.4 ounce package of graham crackers @ $1.25 10 ounce package of marshmallows @ $1.89 39 ounce box of chocolate bars @ $3.09

16 ounce bag of potato chips @ $3.29 How much did the ingredients for the Smores cost? If there is only MATH to be taught, then youll only need to explore and practice adding whole numbers and decimals, but is there more to consider here? Possibly NUMERACY? Consider these word problems from www.mathfactcafe.com Implications for Instruction General Numeracy Strategies

Making predictions Making math sentences Implications for Instruction General Numeracy Strategies Using graphic organizers Interpreting data

Implications for Instruction Content-specific Numeracy Activities Money/Budget Implications for Instruction Content-specific Numeracy Activities Health Content-specific Numeracy Activities

Application You will receive an equation. Solve and go to the sheet of paper posted with your solution. Those standing with you are your teammates for our culminating activity. Online Numeracy Resources www.270towin.com (good for an election year)

www.mathinEnglish.com www.visualfractions.com www.getthemath.com (math for work/function video challenges presented by successful individuals; note: upper-level) www.ixl.com/math (select a grade level and skill, such as using a Venn diagram to solve a problem, choosing the best graph, or finding elapsed time) www.figurethis.org/challenges http://nces.ed.gov/nceskids/createagraph/default.aspx

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