Math Booster

S. O . S.
Student Owned Strategies for Reading

as Thinking in the Content Areas
Math Booster Pack
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Reading Improvement Series

offered through an ODE/OAESD Collaborative
What is a Booster Pack,
and How Do I Use It?
This Booster Pack is a collection of next step resources you may find useful when providing
ongoing staff development in the S.O.S. reading series. As a facilitator, select items that you
feel would be most appropriate for the audience and length of time provided for each session.
Think about the teachers you will work with this year:
Perhaps they need a refresher on some of the key reading strategies you shared from
the first 5 modules with content-specific examples.
Are they interested in learning a few new strategies to use with their students to boost
reading comprehension?
Teachers who have worked with the S.O.S. strategies in their classrooms for a year
should be ready to discuss lesson design and how to incorporate key strategies into their
instruction.
Resources to help you meet these objectives are included in this packet in four sections:
1. Discussion starters: What is math literacy?
2. A refresher of several S.O.S. reading strategies with content specific examples
3. A sampling of new reading strategies and graphic organizers
4. Ideas for lesson planning and sample lessons provided
Remember, the most effective staff development occurs when the strategies are
modeled, practiced and applied. So have fun with the ideas in this Booster
Pack as you help teachers support successful reading in the content areas!
Math Booster Pack
Table of Contents
Page
Discussion Starters and Background Information............................................................. 1
Reading Strategy Refresher and Examples ....................................................................... 5
Pre Reading ...................................................................................................................... 6

- Anticipation Guide
- Think Aloud
- KWL
Vocabulary ...................................................................................................................... 12
- KAU
- Concept Definition Map
- Frayer Model
- Word Splash
- Multiple Meaning Words/Symbols & Prefix / Suffix
Reading for Information .................................................................................................. 24

- Graphic Organizers
Additional Reading Strategies and Graphic Organizers ................................................. 29

- Words Sorts
- KNWS
- Five-Step Problem Solving
- Verbal and Visual Word Association
- Three-Level Guides
- Semantic Mapping
- Notetaking Graphic Organizer
Putting it All Together Creating a Lesson Using Reading Strategies ............................. 45
References........................................................................................................................... 53
Concept Definition Map
What is it? (category)
What is it like?
Comparisons
Math Literacy
Illustrations
What are some examples?
Things to Think About
1. What is math literacy?
2. What components of math instruction help students become science literate?
3. What are the potential obstacles to math literacy in 6-12 education, and what
can be done to address them?
Reading Mathematics is Challenging!
Students must read from left to right, but also from right to left (integer
number line), from top to bottom or vice versa (tables), and even
diagonally (some graphs).
Mathematics texts contain more concepts per word, per sentence, and
per paragraph than any other kind of text. The abstract concepts are often
difficult for readers to visualize.
Students must be proficient at decoding not only words but also numeric
and nonnumeric symbols. The math reader must shift from words like
plus or minus to instantly recognizing their symbolic counterparts,
+ and .
Adapted from: Barton, Mary Lee and Clare Heidema.Teaching Reading in Mathematics
A Supplement to Teaching Reading in the Content Areas, 2002
Mathematics Literacy
"The development of a students power to use mathematics involves

learning the signs, symbols, and terms of mathematics. This is best
accomplished in problem-solving situations in which students have an
opportunity to read, write and discuss ideas in which the use of the
language of mathematics becomes natural. As students communicate their
ideas, they learn to clarify, refine, and consolidate their thinking"
(National Council of Teachers of Mathematics)
"Reading mathematics means the ability to make sense of everything that

is on a page whether the page is a worksheet, a spreadsheet, an
overhead transparency, a computer screen, or a page in a mathematics
textbook or journal in other words, any resource that students might use
to learn and apply mathematics." (Teaching Reading in the Content Areas)
In addition to general reading skills needed to comprehend narrative

text, readers of math text must also be able to apply the following
knowledge and skills:
Understand specialized vocabulary and phrases unique to math
Understand vocabulary terms and phrases that have different meanings when
used in math
Interpret words, numeric and nonnumeric symbols
Recognize and understand organizational patterns common to math texts
Make sense of text using text structure and page lay-out that may not be user
friendly
Infer implied sequences and recognize cause-and-effect relationships
Use inductive and deductive reasoning skills

Comprehension Strategies
Organize
Knowledge
Activate Prior
Knowledge and
Set A Purpose
for Reading Make
Inference
Respond
To the Ideas in the Text
Think While You Read

To Keep Track of Whether Things Make
SENSE!
Figure Out Visualize
What is Use Fix-Up Strategies
When Things Don't Make Sense
Important
? Find out the

Meanings of
Unknown Words
Ask Questions
EFFECTIVE READING BEHAVIORS INEFFECTIVE READING BEHAVIORS
Before Reading Before Reading

Preview text Start reading without thinking about the topic
Build background information Do not preview text for key vocabulary
Think about key words or phrases Do not know purpose for reading
Mind often wanders
During Reading During Reading

Adjust reading for different purposes Read different texts and for different tasks all the
Monitor understanding of text and use same
strategies to understand difficult parts. Do not monitor comprehension
Integrate new information with existing Seldom use any strategies for understanding
knowledge difficult parts
After Reading After Reading

Decide if goal for reading has been met Do not know content or purpose of reading
Evaluate comprehension Read passage only once and feels finished
from Irvin,
Summarize majorJ.L.ideas
Reading
in Strategies
a graphicinorganizer
the Social Studies Classroom
Express , Holt Rinehart
readiness for aand Winston,
test without2001
studying
or by retelling major points
Apply information to a new situation
Adapted from: Irvin,J.L. Reading Strategies in the Social Studies Classroom, Holt, Rinehart and Winston, 2001
S.O.S. Reading Strategies
Refresher
with
Content Specific Examples
Anticipation Guide (Pre-Reading Module p. 4)
Anticipation Guides can be used to activate and assess students' prior knowledge, to
focus reading, and to motivate reluctant readers by stimulating their interest in the topic.
Because the guide revolves around the text's most important concepts, students are
prepared to focus on and pay attention to read closely in order to search for evidence that
supports answers and predictions. Consequently, these guides promote active reading
and critical thinking. Anticipation Guides are especially useful in identifying any
misperceptions students have so that the teacher can correct these prior to reading.
How to use:
1. Identify the major concepts that you want students to learn from reading. Determine ways
these concepts might support or challenge the students' beliefs.
2. Create four to six statements that support or challenge the students' beliefs and
experiences about the topic under study. Do not write simple, literal statements that can be
easily answered.
3. Share the guide with students. Ask the students to react to each statement, formulate a
response to it, and be prepared to defend their opinions.
4. Discuss each statement with the class. Ask how many students agree or disagree with
each statement. Ask one student from each side of the issue to explain his/her response.
5. Have students read the selection with the purpose of finding evidence that supports or
disconfirms their responses on the guide.
6. After students finish reading the selection, have them confirm their original responses,
revise them, or decide what additional information is needed. Students may be
encouraged to rewrite any statement that is not true in a way that makes it true.
7. Lead a discussion on what students learned from their reading.
Anticipation Guide
Directions: In the column labeled Before, place a check next to any

statement with which you agree. After reading the text, compare
your opinions on those statements with information contained in the
text.
Before After
_____ _____ 1. Multiples relate to multiplying and divisors relate
_____ _____ 2. 0 is a multiple of any number.
_____ _____ 3. 0 is a divisor of any number.
_____ _____ 4. Multiples of 2 are called even numbers.
_____ _____ 5. Multiples of 1 are called odd numbers.
Adapted from: Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998
Examples
Anticipation Guide
Statistics
Directions: In the column labeled Before, place a check next to any statement
with which you tend to agree. After reading the text, compare your opinions about
those statements with information contained in the text.
Before After
_______ _______ 1. There are several kinds of averages for a set of data.
_______ _______ 2. The mode is the middle number in a set of data.
_______ _______ 3. Range tells how far apart numbers are in a set of data.
_______ _______ 4. Outliers are always ignored.
_______ _______ 5. Averages are always given as percents.
Anticipation Guide
Integers
Directions: In the column labeled Before, place a check next to any statement
with which you tend to agree. After reading the text, compare your opinions about
those statements with information contained in the text.
Before After
_______ _______ 1. The sum of two integers is always greater than both
of the numbers being added.
_______ _______ 2. It is possible to add two integers and get a sum less
than zero.
_______ _______ 3. The sum of zero and any other integer is always the
other integer.
_______ _______ 4. The product of two integers is always greater than
both of the numbers being multiplied.
_______ _______ 5. The product of two positive integers is always positive.
_______ _______ 6. The product of two negative integers is always

negative.
Adapted from: Barton, Mary Lee and Clare Heidema. Teaching Reading in Mathematics:
Think Aloud
(Intro Module p. 6)
Consider using one or more of these questions as you model your own use of reading
strategies with students.
1. Before you begin a reading assignment for math, do you leaf through the passage and
read the headings to see what the passage is about?
2. Why might it be helpful to think about what you already know about a topic before reading
about it?
3. When you have to read something for math, do you make sure you understand the
purpose for reading it? What difference would this make?
4. If you thought a topic in your math text was going to be difficult to understand, what could
you do before you started reading to help you understand?
5. How is reading in math class different from reading in English class?
6. Should you stop and think about why you are reading? Why? When should you do this?
7. How do you know if you've really understood a reading assignment for math class?
8. What can you do if you are reading and don't understand what a sentence is about? How
would you decide what to do?
9. What do you do when you come to a big word in your math text that you don't know?
10. Are there times when it becomes difficult to understand what you're reading? What makes
you realize it is becoming more difficult? What strategies do you use to read difficult text?
Adapted from: M.T. Craig and L.D. Yore, "Middle School Students' Awareness of Strategies
for Resolving Comprehension Difficulties in Science Reading,", 1996
K-W-L (Pre-Reading Module p. 13)
The basic K-W-L uses three columns in which to write down information that we Know
(background knowledge), Want to know (establishing purpose and asking questions), and
have Learned (main idea). In addition to teaching students to connect to background
knowledge, this activity also can develop habits of summarizing, questioning, predicting,
inferring, and figuring out word meanings.
K W L
What I know What I want to What I learned
find out
Example: Fiboriaccis Sequence
K W L
find out
Fibonaccis Sequence How do bees fit in the

1, 1, 2, 3, 5, 8, 13, 21 Fibonacci pattern?
What is the connection
Fibonaccis Rabbits
between the Fibonaccis
sequence and the Golden
Multiplying populations
ratio?
Is there a formula for the
Fibonacci number
sequence?
What do pineapples and
pinecones have to do with
Fibonacci?
Aurora: McREL (Mid-continent Regional Education Laboratory), 1998.
K-W-L Worksheet: Prime Numbers
K W L
find out
A prime number has Why are prime
exactly two divisors numbers so important?
(factors), 1 and itself.
What is the sieve of
2 is the only even Eratosthenes, and how
prime number. do you use it to get
primes?
Successive odd
numbers that are both Is there a connection
primes are twin between prime
primes: numbers and perfect
- 3 and 5 numbers?
- 5 and 7
- 11 and 13 What is an emirp?
What are some

patterns related to
prime numbers?
K-W-L Worksheet: Tessellations
K W L
find out
What a tessellation is What combination of
shapes can be used in
Squares, equilateral a tessellation?
triangles, regular
hexagons can be used What is meant by a
for a tessellation. code for a
tessellation?
You cannot use a
regular pentagon for a What are some
tessellation. irregular shapes that
tessellate?
K-W-L Worksheet: Estimation
K W L
find out
I know how to estimate What is front-end Front-end estimation
answers to math estimation? is a way of
problems in a rough way. approximating an
What is the mental answer to a math
math strategy of problem.
trading off?
Trading off is an
addition strategy that
involves rounding the
numbers in a problem
to the nearest 10 to
made addition easier.
K-W-L Worksheet: Order of Operations
K W L
find out
I know how to add, What is an An expression is a
subtract, multiply, and expression? collection of numbers,
divide. variables, and
What is a numerical symbols.
I know that these are all expression?
performed from left to A numerical
right. What is a variable expression has all
expression? numbers and symbols.
What are the rules for A variable expression

ordering operations? includes variables.
Multiply and divide

from left to right. Add
and subtract from left
to right.
Adapted from: Content Area Guide: Math, Readers Handbook: A Student Guide for Reading and Learning
Great Source, 2002.
Eight Principles of Vocabulary Instruction
1. Be enthusiastic about content area language and the power it can offer to
students who understand how to use these words effectively.
2. Remember that learning involves making connections between what we

already know and new information. Relate new vocabulary words to
experiences and concepts that students already know.
3. Limit the number of words taught in each unit; concentrate on key

concepts.
4. Teach concepts in semantically related clusters, so that students can

clearly see associations among related concepts.
5. Model how to use graphic organizers.
6. Allow students enough practice in working with strategies and graphic

organizers so that their use becomes habit.
7. Use dictionaries and glossaries appropriately.
8. Repeatedly model how to determine a word's meaning in text materials.

Observing the process you use will help students know what to do when they
encounter unfamiliar words outside of the classroom.
Aurora: McREL (Mid-continent Regional Educational Laboratory), 1998
K-A-U Vocabulary Strategy
K = Known ------- A = Acquainted -------U = Unknown
(Intro Module p. 1)
Before students read, the teacher presents a list of key words related to the topic of study. The
students analyze what they know about each word individually and the degree to which words
are known or unknown. It is easy to do this with the symbols of a +, , or . This activity
leads naturally to the preteaching of key vocabulary to be used later in the reading.
Examples:
K A U K A U
+ +
polygon exponent
rectangle intersection
pentagon domain
trapezoid intercept
prism slope
polyhedron parabola
cone origin
Adapted from: Vacca, R.T. and Vacca, J.L.. Content Area Reading, 1996
K A U K A U
+ +
base mean
power median
variable mode
terms weighted average
equivalent line of best fit
correlation
range
Concept Definition Mapping
(Vocabulary Module p. 21)
What is it?
Concept Definition Mapping is a strategy for helping students learn the meaning of key
concepts, essential attributes, qualities, or characteristics of a word. Students must describe
what the concept is, as well as what it isnt, and cite examples of it. Looking up the concepts
definition in the dictionary is not nearly as effective as this process, which gives students a
more thorough understanding of what the concept means, includes, and implies. The mapping
process also aids recall.
How to use it:

1. Share an example of a Concept Definition Map with students with a key vocabulary word
or concept you are studying.
2. Discuss the questions that a definition should answer:
What is it? What broader category or classification of things does it fit into?
What is it like? What are its essential characteristics? What qualities does it possess
that make it different from other things in the same category?
What are some examples of it?
3. Model how to use the map by selecting a familiar vocabulary term from a previous unit
and have students volunteer information for the map. For instance, a science teacher
might choose the concept migration. What is it like? responses might include
seasonal, movement from one area to another, animals looking for food and
favorable climate to raise their young. Examples could include Canadian geese,
whales, monarch butterflies, and elk.
4. Have students work in pairs to complete a map for a concept in their current unit of
study. They may choose to use a dictionary or glossary, but encourage them to use their
own experience and background knowledge as well.
5. After students complete their maps, instruct them to write a complete definition of the
concept, using the information from their maps.
What is it like?
Comparisons
Illustrations
Properties
Classification of multiple of 2 skip
numbers count starting at 0
Comparisons
2 is only even
number that
Odd Even is a prime
Prime ones digit is

0, 2, 4, 6, or 8
12 58 474
includes 0
Examples but not 1
What is it? (category) Properties
Number concept fraction percents can be written in

with denominator 100 fraction or decimal form
(per hundred)
Comparisons
additive when base is
same: 70% of 130 = 50% of
130 + 20% of 130
Ratio Percent
n% of A is the same
Fraction as A% of n
benchmark percents
10% 25% 50%
interest rate test scores discounts
Examples
What is it? (category) Properties
two sides of
Geometric property equal length
Shape classification (congruent)
Comparisons
pair of equal
Equilateral Isosceles angles
(congruent)
(regular)
Scalene has a line of

symmetry
Triangles Trapezoids
Illustrations
Quadrilateral Properties
What is it like?
4 sides
Rectangle 2 side parallel

Square
Trapezoid
2 scale divergent
Comparisons or convergent
Some table tops Chimney on house Funnel top

with sloped roof
Illustrations
Adapted from: Vacca, R.T. and Vacca, J.L.. Content Area Reading, 1996
Quadrilateral Properties
What is it like?
All four sides are

congruent
4 angles are congruent

rectangle
Square and right (90 degrees)
Diagonals: congruent,
bisect each other,
Comparisons & perpendicular
computer different colors

disk on chess board
Illustrations
Adapted from: Carol Santa. Project CRISS: Creating Independence Through Student-Owned Strategies
Frayer Model
What is it?
The Frayer Model is a word categorization activity. Frayer believes learners develop their
understanding of concepts by studying them in a relational manner. Using the Frayer model,
students analyze a words essential and nonessential attributes and also refine their
understanding by choosing examples and non-examples of the concept. In order to understand
completely what a concept is, one must also know what it isnt.
How to use it:

1. Assign the concept or word being studied.
2. Explain all of the attributes of the Frayer Model to be completed.
3. Using an easy word, complete the model with the class. (examples follow)
4. Have students work in pairs and complete their model diagram using the assigned
concept or word.
Example:
Essential Characteristics Nonessential Characteristics
Set of ordered pairs with no two May be one-to-one

pairs having the same first
element May be linear
(has a straight line graph)
Has a domain and range
Inverse may be a function
Function
Examples Nonexamples
f(x)= 2x + 1 y<x
y=_x_ perimeter of a rectangle with

given area
Area of a circle with given radius
Frayer Model
Definition (in own words) Facts/Characteristics
WORD
Example:
A simple, closed, plane figure Closed
made up of three or more line
segments Simple (curve does not
intersect itself)
Plane figure (2 dimensional)
Made up of three or more line
segments
No dangling parts
Polygon
Rectangle Circle
Triangle Cone
Pentagon Arrow (ray)
Hexagon Cube
Trapezoid Letter A
Adapted from: D.A. Frayer, W.C. Frederick, and H.G. Klausmeier, A Schema for Testing the Level of Concept Mastery,
University of Wisconsin
Frayer Model
A whole number with exactly 2 is the only even prime

two divisors (factors) number.
0 and 1 are not prime.
Every whole number can be
written as a product of primes.
Prime
2, 3, 5, 11, 13, . . . 1, 4, 6, 8, 9, 10, . . .

A whole number that divides Every whole number has at
exactly into a given whole least two factors.
number
Every whole number can be
A polynomial by which a given written as a product of prime
polynomial is divisible factors.
Factor
Factors of 12 are 5 is not a factor of 12.
1, 2, 3, 4, 6, and 12 0 is not a factor of any whole
number.
(x + 1) and (x 1) are (x + 1) is not a factor of
factors of x_ 1 x_ + 1
Adapted from: D.A. Frayer, W.C. Frederick, and H.G. Klausmeier, A Schema for Testing the Level of Concept Mastery,
University of Wisconsin
Word Splash
(As described in the ASCD video:
Prereading Strategies for the Content Areas)
(Pre-Reading Module p. 18)
Word Splash is designed to help students access prior knowledge of words, personally construct
meaning for the words related to the concept, and allows for a repetition of key ideas important to the
new unit of study.
This strategy is used at the beginning of a unit to activate prior knowledge and introduce students to
new words related to the topic.
Step One: Brainstorm, Predict and Write

Introduce 6-7 words key to developing a conceptual understanding of the unit topic.
Arrange the words on a board so that they can be rearranged later.
Students write complete sentences using 3 of the words demonstrating their understanding of the
words.
Large group share out of a few of the sentences.
Step Two: Explore Word Relationships
Tell the class that one of the words is the all-encompassing word and the rest fit under it.
Have students arrange the words in a graphic that makes sense to them or use word cards.
A few students come up and rearrange the words on the board then explain their organization.
(Special education students and ELL students would benefit from having a sheet of words that they cut
out and manipulate on the desktop.)
Step Three: Read and Compare

Students individually read the passage, paying attention to the words on the board.
Their purpose is to see what new understandings of words develop through reading.
Step Four: Comparative Results
Students revise three sentences to better portray the words as developed in the passage.
In small groups, share sentences. Sentences continue to be revised based on group feedback.
Each student stars strongest sentence then adds to the chart paper for their group.
Step Five: Share Revised Sentences with Class
As a group, the students share the sentences they developed to represent the new concept.
(The group discussion and sharing help both ELL and Special Education students learn the words in
the context of the new unit.)
WORD SPLASH
Words from the text:
sum product
quotient order of operations
commutative property zero
integers data analysis
* Choose 3 of the words above. On line A below, write a

complete sentence for each word - showing that you know
its meaning. After you read the text, write a sentence on
line B showing your new understanding of the word.
1. A)
B)
2. A)
B)
3. A)
B)
Key Strategies to Determine Word Meaning
Multiple Meaning Words / Symbols

x
add subtract multiply divide
addition take away times division
plus minus product into
positive negative double (x2) divided by
increased decrease triple (x3) one half (_)
make larger make smaller quadruple (x4) one third (_)
more than less than one forth (_)
sum diminished
older difference
higher younger
faster deeper
slower
lower
Examples of Mathematic Prefixes, Suffixes, Roots

Morpheme Math Usage
bi (two) bisect, binomial, bimodal
cent (hundred) centimeter, percent
circu (around) circle, circumference
co, con (with) coefficient, cosine, collinear, congruent
dec (ten) decimal, decagon

dia (through) diagonal, diameter
equi (equal) equilateral, equiangular
hex (six) hexagon
inter (between) intersect, interpolate

kilo (thousand) kilometer, kilogram
milli (thousand) millimeter, milligram
octo (eight) octogan

para (beside) parallelogram
Using Graphic Organizers
Implementation Guide
(Reading for Info Module p. 15)
Overview
Graphic organizers are made up of lines, arrows, boxes, and circles that show the
relationships among ideas. These graphic organizers have the potential of helping students
organize their thinking and their knowledge. While textbooks contain many types of text, the
largest portion is or informational. Informational text has five major structures: (1) cause and
effect, (2) compare and contrast, (3) description, (4) problem and solution, and (5) sequence
or chronological order.
Strategy in Action
Students should complete the following steps to practice the strategy:
Step 1: Preview the Text. What did you notice while previewing this section (such as any
signal words, text structure, or graphic signals)?
Step 2: Read the Text. Now have the students read the passage.
Step 3: Determine Which Graphic Organizer Would Best Display the Information. Have
students decide which of the graphic organizers might organize the ideas in the text best,
depending on their purpose for reading. Be sure to remind students that the organizers can
be modified to suit their purposes. They can complete this part either individually or in small
groups.
Step 4: Create a Graphic Organizer. Working in small groups, have students create a
graphic organizer that displays the ideas in the text.
Step 5: Present the Graphic Organizer. Small groups then present their graphic organizers
to the class using an overhead transparency or chart. Remember there is no one best
answer. Students may display their work differently depending on their purpose for reading
and what they chose to emphasize.
Discussion
Once students have finished the activity, you may want to have a brief discussion with them
about the assignment. Encourage students to probe why they chose the graphic organizer
they did and how graphic organizers can help them organize ideas.
Adapted from: Modified from Judith Irvin, Reading and The Middle School Student.
Needham Heights: Allyn & Bacon, 1998
Sample Graphic Organizers
Concept Definition Webs
Hexagons
Acute
Pentagons Obtuse Right
Triangles
Scalene Isosceles
Polygons
Equilateral
Quadrilaterals
Trapezoid Parallelogram
Rectangle Rhombus
Square
Statistical
Measures
Measures of Measures of
Location Dispersion
Mean Mode Median Range Quartiles
Generalization/Principle Diagrams
Generalization or Principle
Every composite number can be written as
a product of prime numbers.
Example
20 = 2 x 2 x 5
Example
39 = 3 x 13
Example
126 = 2 x 3 x 3 x 7
Example
154 = 2 x 7 x 11
Generalization or Principle
Every square number can be written as
the sum of two triangular numbers.
Example
16 = 6 + 10
Example
36 = 15 + 21
Example
100 = 45 + 55
Example
144 = 66 + 78
Compare/Contrast Venn Organizers
Triangular Square
Numbers Numbers
21 1 4 9
3
28 36 25
6
10 1225 16
Alike
Different (Both triangular and square) Different
(Triangular but not square) (Square but not square)
Pyramids Prisms
3-dimensional
X X
solid
One base X
Pair of parallel
X
bases
All triangular faces

X
except base
Polyhedron X X
cube X
Differences
Differences
Similarities
Similarities
Compare/Contrast Organizer
1. Doesnt use pi ()
1. Distance around 1. Its only used for circles
2. Different formulas:
a shape
QuadrilateralP = s_+ s_+ s_+ s_ 2. Different formula: C = d or C = 2r
ParallelogramP =21 + 2w
2. Both have
RectangleP = 21 + 2w formulas 3. Uses radius and diameter
RhombusP = 4s
SquareP = 4s 3. Both use 4. Uses pi (), 3.14 or 22/7
decimals or
3. Use with all shapes but circles fractions
4. Uses length, width, and side 4. Both have to
measurements have labels
5. Doesnt use radius or diameter 5. Both are
measurements
Adapted from: Reading Strategies for the Content Areas: During-Reading Strategies, ASCD, 2003
Additional
Reading Strategies
and
Graphic Organizers
Word Sorts
What is it?
Word sorts help students recognize the semantic relationships among key concepts. Students
are asked to sort vocabulary terms into different categories. The strategy can be used in two
different ways. In a closed sort, the teacher provides the categories into which students are to
assign the words. In an open sort, students group words into categories and identify their
own labels for each category. Word sorts help students develop a deeper understanding of key
concepts, and also are an excellent method of teaching the complex reasoning skills of
classification and deduction.
How to use it:
1. Students copy vocabulary terms onto 3 x 5 cards, one word per card - or the teacher
has words printed on a handout that students can tear into cards.
2. Individually or in groups, students then sort the words into categories. With younger
students or complex concepts, the teacher should provide students with the categories
and have students complete a closed sort.
3. As students become more proficient at classifying, teachers should ask them to

complete open sorts; that is, students sort words into labeled categories of their own
making. At this stage, students should be encouraged to find more than one way to
classify the vocabulary terms. Classifying and then reclassifying helps students extend
and refine their understanding of the concepts studied.
Word Sort
Words beginning Dimensional
with a P Figures
polyhedron polygon
polygon rectangle
perimeter parallelogram
pentagon trapezoid
Word Sorts
Geometry Word Sort
length cubic acute similar
perimeter linear prime reflection
volume quadratic scalene rotation
radius variable equilateral translation
width right
Geometry Word Sort
Shapes
Parts of Measures Relations

Shapes Plane figures Solid figures
diagonals triangle sphere length parallel
verticles square cube perimeter perpendicular
edges circle prism volume adjacent
lines hexagon cone circumference opposite
points parallelogram cylinder radius symmetry
rays rhombus pyramid area intersecting
angles congruent
bisector
similar
Number Sorts
(a variation of Word Sorts)
Provide students with a set of number cards. Ask them to place them in the
correct spot on this graphic organizer.
Multiples of 5 Prime
50
53
105
5
3
0
41
35
1
4
72
36
Less than 50
51
K-N-W-S
(K-W-L for Word Problems)
What Is It?
In this pre-reading strategy students use a process similar to K-W-L to analyze and plan how
to approach solving a word problem. Students answer what facts they KNOW, what
information is NOT relevant, WHAT the problem asks them to find, and what STRATEGY they
can use to solve the problem.
How to Use It?
1. Introduce students to the four-column K-N-W-S worksheet, or have them draw the
graphic organizer on their own paper.
2. Present students with a word problem, and model how to fill in information in each of the
columns. Explain how you knew what information should be included in each column.
3. Ask students to work in groups to complete a K-N-W-S for other word problems.
Students should discuss with their groups how they knew what to put in the columns.
4. Give students ongoing independent practice using this strategy to solve word problems.
K N W S
What facts do I Which information WHAT does the What STRATEGY/
KNOW from the do I NOT need? problem ask me to operation/tools will
information in the find? I use to solve the
problem? problem?
Example:
Problem:
The ends of a rope are tied to two trees, 500 feet apart. Every 10 feet an
8-foot post is set 2 feet into the ground to support the rope. How many
support posts are needed?
K-N-W-S Worksheet: (K-W-L for word problems)
K N W S
What facts do I Which information WHAT does the What STRATEGY/
KNOW from the do I NOT need? problem ask me to operation/tools will
information in the find? I use to solve the
problem? problem?
Trees are 500 feet The posts are 8 How many Draw a model to
apart. feet tall. support posts are understand how to
needed? place posts.
Posts are placed The posts are set
at 10-foot intervals 2 feet into the Solve the problem
between the trees. ground. with the trees
closer and find a
pattern.
There are 50
(500 10) 10-foot
intervals between
the trees.
Five-Step Problem Solving
What is it?
Students comprehension of word problems can be enhanced by teaching them to read word
problems as meaningful passages as short stories from which students can construct
meaning based on their prior knowledge and experience. Teachers use this strategy by
presenting students with a graphic organizer that leads them through a five-step problem-
solving process.
How could it be used in mathematics instruction?
This strategy gives students a graphic organizer to use in the problem-solving process. It can
help students understand the steps and explain their reasoning throughout the process.
How to use it:

1. Introduce students to the layout and design of the graphic organizer. Point out that the
diamond shape of the graphic reinforces the fact that all students begin with the same
information about a problem and should arrive at the same conclusion, if they are
successful at solving the problem. Explain each of the steps outlined in the graphic.
2. Present students with a word problem, reading it aloud and asking students about their
prior knowledge of the situation and elements included in the story.
3. Model for students how to complete the first step of the organizer, restating the question
in a number of ways. Ask students to identify which version is the clearest and to explain
the reasoning behind their choice. Once students know how to approach the problem,
they will feel more confident about solving it.
4. Model how to complete the remaining steps in the graphic organizer.
5. When students understand the steps in the graphic organizer, offer them opportunities
for guided practice. Select another word problem, and lead them through each step of
the process. Ask students to discuss their thinking as they read the problem and to
articulate the reasons for the responses they give.
6. Let students work in small groups to discuss and complete several more problems using
the five-step graphic organizer.
See Next Page
Graphic Organizer for Five-Step Problem Solving
1. Restate the
problem/question:
2. Find the needed data:
3. Plan what to do:
4. Find the answer:
STEP 1 STEP 2 STEP 3
Answer:
5. Check. Is your answer reasonable?
Verbal and Visual Word Association (VVWA)
What is it?
The VVWA strategy puts together a vocabulary word and its definition with both a visual and a
personal association or characteristic of the term. This strategy helps students learn
vocabulary on their own and helps them retain the new vocabulary through visual
characteristic associations. This strategy has been shown to be especially effective for low-
achieving students and for second language learners in content-area classes.
How could it be used in mathematics instruction?
Much of the vocabulary of mathematics can be represented visually. This strategy may be
used by students as they are introduced to new vocabulary to make immediate visual
associations. As students discover the critical characteristics of a concept or make personal
associations, they put these together with the definitions and visuals to deepen their
understanding of the concept.
How to use it:

1. Select vocabulary terms that would be appropriate for using VVWA.
2. Direct students to draw a rectangle divided into four sections for each term.
3. Instruct students to write the vocabulary word in the upper-left box of the rectangle.
Instruct them to write the text definition of the term or give them a definition to write in
the lower-left box.
4. Direct students to draw a visual representation of the vocabulary word (perhaps found in
a graphic in the text) in the upper-right box of the rectangle. Then suggest that they
make their own personal association, an example of characteristic, to put in the fourth
box at the lower right.
Vocabulary Visual
Term Representation
Personal
Association
Definition
or
Characteristic
Verbal and Visual Word Association (VVWA)
Examples:
Right
Triangle
ramp or slide
A triangle with one

right angle (90_ )
(square corner)
Normal
Distribution
Bell shaped
Distribution of Think of Liberty Bell
statistical measures
(data) that has a Measures are close
symmetrical graph to middle like
peoples heights
Three-Level Guides
What is it?
The Three-Level Guide helps students analyze and solve word problems. Using a teacher-
constructed graphic organizer, students must evaluate facts, concepts, rules, mathematics,
ideas, and approaches to solving particular word problems.
How to use it:

1. Construct a guide for a given problem similar to the one shown on the next page. The
first level (Part I) should include a set of facts suggested by the data given in the
problem. The students goal will be to analyze each fact to determine if it is true and if it
will help them to solve the problem.
2. The second level (Part II) of your guide should contain mathematics ideas, rules, or
concepts that students can examine to discover which might apply to the problem-
solving task.
3. The third level (Part III) should include a list of possible ways to get the answer.
Students will analyze these to see which ones might help them solve the problem.
4. Introduce students to the strategy by showing them the problem and the completed
three-level guide. Explain what kind of information is included at each level.
5. Model for students how you would use the guide in solving the problem.
6. Present students with another problem and guide. Have them analyze the information
you have included to determine its validity and usefulness in solving the problem.
7. With advanced students, ask them to select a word problem from the text and complete
a three-level guide to be shared with the class.
Example: Three-Level Guides
A Three-level guide to a math problem
Read the problem and then answer each set of questions, following the directions given
for the set questions.
Problem: Sams Sporting Goods has a markup rate of 40% on Pro tennis
rackets. Sam, the store owner, bought 12 Pro tennis rackets for $75 each.
Calculate the selling price of a Pro tennis racket at Sams Sporting Goods.
Part I
Directions: Read the statements. Check Column A if the statement is true according to the
problem. Check Column B if the information will help you solve the problem.
A (true?) B (help?)
Sams markup rate is 40%.
Sam bought 12 Pro Tennis rackets.
Pro tennis rackets are a good buy.
Sam paid $75 for a Pro tennis racket.
The selling price of a Pro tennis racket is
more than 75%
Part II
Directions: Read the statements. Check the ones that contain math ideas useful for this
problem. Look at Part I, Column B to check your answer.
Markup equals cost times rate.
Selling price is greater than cost.
Selling price equals cost plus markup rate.
Markup divided by cost equals markup rate.
A percent of a number is less than the
number when the percent is less than
100%.
Part II
Directions: Check the calculations that will help or work in this problem. Look at Parts I
and II to check your answers.
0.4 x $75 12 x $75
$75 x 40 40% x $75
1.4 x $75 $75 + ( _ x $75)
Semantic Mapping
What is it?
A semantic map is a visual tool that helps readers activate and draw on prior knowledge,
recognize important components of different concepts, and see the relationships among
these components.
How Could It Be Used In Mathematics Instruction?

This strategy can be incorporated into the introduction of a topic to activate students prior
knowledge and then used throughout a unit or series of lessons on the topic. Students will be
able to visualize how terms are connected and/or related. This strategy can be used to build
connections between hands-on activities and reading activities.
How to use it:

1. Write the major topic of the lesson or unit on chart paper. Let students brainstorm a list of
terms that relate in some way to this major topic.
2. Write the major topic in the center of another sheet of chart paper and circle it.
3. Ask students to review the brainstormed list and begin to categorize the terms. The
categories and terms should be discussed and then displayed in the form of a map or
web.
4. Leave the chart up throughout the series of lessons or unit so that new chapters and
terms can be added as needed.
Category Category
Term Term
Term Term
Major Term
Concept Term
Category Category
Term Term
Term Term
Term
Term
Examples:
Formulas Unknowns/Variables
A = lw numerical
C = 2r degree
P = 2(l + w) dependent
Equations
Number Relations Systems

Degree
(Graphing)
2x3=3x2 simultaneous equations
2 x (5 + 3) = 10 + 6 consistent/inconsistent
72 58 = 74 60 linear dependent/independent
quadratic
cubic
Operations Parts
addition
ones place
subtraction
tens place place value
multiplication
tenths place
division
etc.
square root
numerator
absolute value
denominator
Numbers
Uses Types
counting prices positive prime triangular

comparing scores negative composite square
ordering measures fraction odd perfect
labels decimal even abundant
sizes percent
dates
Adapted from: Barton, Mary Lee and Clare Heidema, Teaching Reading in Mathematics:
Example:
Units Tools
ruler, tape measure
scale
cup
clock
Metric Customary Nonstandard
thermometer
meter foot pencil
protractor
cm inch paper clip
km mile glass
liter quart
gram ounce
kg pound
Celsius Fahrenheit
Measurement
Types Formulas
rectangle: A = Iw
P = 2(I + w)
circle: A = r_
Length Cover Volume Other C = 2r
(1-dim) (2-dim) (3-dim) capacity sphere: V = 4/3r_
width area volume weight cylinder: V =r_h
height surface mass
perimeter area time
circumference temperature
angle measure
Adapted from: Barton, Mary Lee and Clare Heidema, Teaching Reading in Mathematics:
NOTES (Reading for Info Module p. 11)
Information Worth Noting Questions?

(I wonder.)
Summary of Key Ideas Graphic Representation of

Key Ideas
Created by: MaryBeth Munroe, Southern Oregon S.D.

Putting it All Together
~ Lesson Planning ~
The Strategic Teacher Shares Reading Strategies
Belief in
Ability to
A Strategic Affect
Learner Learning
Repertoire of
Effective
Teaching
Methods
Personal
Characteristics
Content
Knowledge
Knowledge and
Understanding of
Students
The
Strategic
Teacher
Strategic
Knowledge and
Expertise of Reading
Strategy
Explicit
Instruction Practice and
Feedback
Modeling
How and
When to
Use a
Strategy
Benefits of a
Strategy Thinking
Aloud
Adapted from: McEwan, E.K. Raising Reading Achievement in Middle and High School: 5 Simple-to-Follow
Strategies for Principals. 2001 by Corwin Press, Inc. International Reading Association
S.O.S. Reading Strategies
Session Pre-Reading During Reading After Reading
Introduction Session
K.A.U. X X X
Think Aloud X X X
Think-Pair-Share X X X
Pre-Reading Session
Give One, Get One X X
Anticipation Guide X X X
K.W.L. X X X
D.R.T.A. X X X
Word Splash X X X
Predicting Nonfiction X
THIEVES X
P.A.C.A. X
Vocabulary Session
Modified K.A.U. X X X
Vocab Alert! X X X
Context Clues X X
Prefix Suffix X X
Concept Definition Map X X X
Frayer Model X X X
3+3 X X X
Reading for Info Session

Determine Text Features X
Determine Text Structures X X
Graphic Organizers X X X
Read, Cover, Remember, Retell X X X
I.N.S.E.R.T. X
S.C.A.N. & R.U.N. X X X
P.R.I.M.E. X
Questioning Session
Visualizing Information X X X
Question Answer Relationship X X
Question Around X X
Thick and Thin Questions X X
Reciprocal Teaching X X X
Re Quest X
Cubing X X
The Lesson
Research Suggests a New Format
Traditional Format New Format
Prereading activities
Discussion
Predictions
Questioning
Brainstorming
Setting purpose
Reading Guided ACTIVE

assignment reading
given
silent
pairs
group
Independent
Activities
reading
to clarify,
reinforce,
extend
know-
ledge
Discussion to see if
students learned main
concepts, what they
"should have" learned
Adapted from: Billmeyer, Rachel and Mary Lee Barton, Teaching in the Content Areas: If Not Me, Then Who?
Putting it all Together
Lesson Planning
1. Determine your objectives for the lesson. What do you want students to know or to be
able to do at the end of the lesson?
2. Select a strategy for accessing students prior knowledge of the general topic.
Examples: KWL, Anticipation Guide, etc.
3. Preview the text material for vocabulary.
a. Identify critical vocabulary students will need to know prior to reading.
b. Select vocabulary strategies appropriate for the text and lesson.

Examples: Frayer Model, Word Splash, Concept Definition Map, etc.
4. Preview the text material for organization.
a. Determine the organizational pattern(s) used in the text.

1. Note text features to point out to students prior to their reading.
2. Note signal words to which students should pay attention.
3. Select a graphic organizer that aligns with the pattern.
b. To provide students with strong guidance in organizing the text information, devise
prereading questions that
1. Align with or emphasize the organizational pattern
2. Will aid comprehension by focusing students attention to their purpose for
reading (Quiz? Performance task? Discussion?)
3. Will help students meet your original objectives for the lesson.
5. Select during reading questions (process questions that focus on metacomprehension

strategies such as making predictions, confirming or revising those predictions, and
noting graphic aids that signal important ideas). If students are prompted to focus on their
reading process, their metacomprehension will improve.
6. Select post-reading questions and activities that help students meet your objectives,
reflect on and apply what they have learned, and revise existing schema (e.g., writing-to-
learn; performance activity; discussion).
Adapted from: Billmeyer, Rachel and Mary Lee Barton, Teaching in the Content Areas: If Not Me, Then Who?
Teacher's Checklist
YES NO
Have I identified my objectives for this lesson what I want
students to know and be able to do?
Have I previewed the text and determined key

concepts/vocabulary students need to know?
Have I included activities and strategies that will help students

develop a clear understanding of these key concepts?
Have I selected activities to assess, activate, and build

students' background knowledge?
Have I identified the text's organizational pattern(s) and

whether it highlights information I consider most important?
If the organizational pattern does not highlight key

information, have I determined the frame of mind or pattern I
will tell students to use while reading?
Have I selected a suitable graphic organizer students can use

to organize key concepts?
Have I decided the purposes students should keep in mind

while reading (e.g., whether they will be using the information
in a discussion, performance activity, on a quiz)?
Have I developed "during reading" questions that will prompt

students to employ metacognitive skills?
Have I selected post-reading questions and activities that

require students to make meaningful connections, and to
deepen their understanding by applying what they have
learned?
Adapted from: Strategic Teaching, McREL (Mid-Continent Regional Education Laboratory)

Example Lesson #1
Using M.C. Escher to Teach Geometry Concepts
Pre-Reading
Reading Purpose: To give the student the opportunity to become familiar with the
artist/mathematician M.C. Escher and to gain an awareness of how he uses concepts in
geometry, such as tesselations, polygons and tilings, to create imaginative works of art which
include surprising puzzles and paradoxes.
KWL: To provide students with background information and to prepare them to participate in a
discussion about what they already know, they first view a film on the life of M.C. Escher
and look at examples of works of art that he created.
After seeing the video students discuss what they know about Escher and record this
information either visually, in a list, or by using sentences in the column K-Know.
Students continue to reflect on what they want to know and record their ideas and
questions in the W-Want to Know column.
Know Want to know What I Learned
During Reading: INSERT Notes

Students read the article independently, and use the INSERT strategy to take notes in the
margin, highlighting important or interesting information.
= I already knew this ! = Wow

+ = New information ?? = I dont understand
After-Reading
Students reconvene and share what they have learned. They record new information on the
L-Learned section of the KWL organizer.
Video and Reading Selections

The Fantastic World of M.C. Escher (video)
Agnesi to Zeno: Over 100 Vignettes from the History of Math, by Sanderson Smith, (1996)
M.C. Escher, Artist and Geometer, Key Curriculum Press, (1996)
Adapted from: Pam Mathews, Corvallis School District

Sample Lesson #2
Full Circle: A Geometry Lesson
Purpose: To teach students how to read mathematical text, interact with examples, learn new
vocabulary, concepts and techniques involved with attributes of circles.
Pre-Reading
1. Each student will record 5 terms that they associate with circles.
2. Each student will compare their list with a partner and add new ideas to their list.
3. The whole class will help generate a class list of terms.
During Reading
In small groups, students read the assigned article. Each group has a different article on
circles.
After Reading
1. Students who read the same article will meet to create a presentation for the class.
2. One student will be selected to present the material to the class and other students will
be available to field questions from the audience.
Reading Selections
Circles: Definition of a circle, chords, tangent and secant lines

http://www.math.psu.edu/geom/koltsova/section7.html
Circles and Angles

http://www.math.psu.edu/geom/koltsova/section8.html
Circle Formulas
http:forum.swarthmore.edu/dr.math/faq/formulas/faq.circle.html
Adapted from: Pam Mathews, Corvallis School District

Special thanks to the following educators
for contributing samples of classroom reading strategies:
Reynolds High School teachers

Centennial High School teachers
Pam Mathews, Corvallis School District
References
Classroom Strategies for Interactive Learning (1995), by Doug Buehl
Guiding Reading and Writing in the Content Areas (1998), by M. Carrol Tama and
Anita Bell McClain
Invitations: Changing as Teachers and Learners K-12 (1994), by Regie Routman
Raising Reading Achievement in Middle and High School (2001), by Elaine McEwan
Real Reading, Real Writing: Content-Area Strategies (2002), by Donna Topping and
Roberta McManus
Teaching Reading in Mathematics: A Supplement to Teaching Reading in the Content Areas

(2002), by Mary Lee Barton and Clare Heidema
Teaching Reading in the Content Areas: If Not Me, Then Who? (1998), by Rachel Billmeyer
and Mary Lee Barton
Tools for Thought: Graphic Organizers for Your Classroom (2002), by Jim Burke
Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12 (2000),
by Janet Allen
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S. O . S.

Student Owned Strategies for Reading

Math Booster Pack

Reading Improvement Series

1. Discussion starters: What is math literacy?

2. A refresher of several S.O.S. reading strategies with content specific examples

3. A sampling of new reading strategies and graphic organizers

4. Ideas for lesson planning and sample lessons provided

Discussion Starters and Background Information............................................................. 1

Reading Strategy Refresher and Examples ....................................................................... 5

Pre Reading ...................................................................................................................... 6

Reading for Information .................................................................................................. 24

Additional Reading Strategies and Graphic Organizers ................................................. 29

Putting it All Together Creating a Lesson Using Reading Strategies ............................. 45

What is it? (category)

1. What is math literacy?

2. What components of math instruction help students become science literate?

Reading Mathematics is Challenging!

"The development of a students power to use mathematics involves

"Reading mathematics means the ability to make sense of everything that

In addition to general reading skills needed to comprehend narrative

Understand specialized vocabulary and phrases unique to math

Interpret words, numeric and nonnumeric symbols

Recognize and understand organizational patterns common to math texts

Infer implied sequences and recognize cause-and-effect relationships

Use inductive and deductive reasoning skills

Think While You Read

? Find out the

EFFECTIVE READING BEHAVIORS INEFFECTIVE READING BEHAVIORS

Before Reading Before Reading

During Reading During Reading

After Reading After Reading

7. Lead a discussion on what students learned from their reading.

Directions: In the column labeled Before, place a check next to any

_____ _____ 2. 0 is a multiple of any number.

_____ _____ 3. 0 is a divisor of any number.

_____ _____ 4. Multiples of 2 are called even numbers.

_____ _____ 5. Multiples of 1 are called odd numbers.

_______ _______ 2. The mode is the middle number in a set of data.

_______ _______ 4. Outliers are always ignored.

_______ _______ 5. Averages are always given as percents.

_______ _______ 6. The product of two negative integers is always

5. How is reading in math class different from reading in English class?

Example: Fiboriaccis Sequence

Fibonaccis Sequence How do bees fit in the

What are some

K-W-L Worksheet: Tessellations

K-W-L Worksheet: Order of Operations

What are the rules for A variable expression

Multiply and divide

2. Remember that learning involves making connections between what we

3. Limit the number of words taught in each unit; concentrate on key

4. Teach concepts in semantically related clusters, so that students can

5. Model how to use graphic organizers.

6. Allow students enough practice in working with strategies and graphic

7. Use dictionaries and glossaries appropriately.

8. Repeatedly model how to determine a word's meaning in text materials.

How to use it:

What is it? (category)

Prime ones digit is

What is it? (category) Properties

Number concept fraction percents can be written in

What is it? (category) Properties

Scalene has a line of

_ _ 2. 0 is a multiple of any number.

_ _ 3. 0 is a divisor of any number.

_ _ 4. Multiples of 2 are called even numbers.

_ _ 5. Multiples of 1 are called odd numbers.

_ _ 2. The mode is the middle number in a set of data.

_ _ 4. Outliers are always ignored.

_ _ 5. Averages are always given as percents.

_ _ 6. The product of two negative integers is always