Example 1:
Example 1:
Embedded Files
Students are supported in reading a situation/problem three times, each time with a particular focus:
Students read the situation with the goal of comprehending the text (describe the situation without using numbers).
Students read the situation with the goal of analyzing the language used to present the mathematical structure.
Students read the situation in order to brainstorm possible mathematical solution methods.
This routine works well in conjunction with Mathematical Language Routine 5, in which the question stem is tentatively withheld in order to focus on the comprehension of what is happening in the text.
Example 2:
Example 2:
Values/Units Chart Students use text-annotation to make sense of mathematical text using a two-column graph organizer.
On the first read, students read through mathematical text and underline any words or phrase that represent a known or unknown value or amount. They list these numbers, unknowns, and variables in the left column of their graphic organizer (Values).
After the second read, in the right column (Units), student writes the meaning of the value in the context.
After the third read, students work in pairs to create mathematical expressions using only the right column. If they get stuck, encourage them to help press each other to make their right column descriptions more specific.
EXAMPLE:
It costs $3 per person to go to the Zoo. Alexandra's family has a coupon for a $5 discount. There are p people in Alexandra's family. Write an expression for how much it would cost for them to go to the zoo. (see chart below).
Cost for family to go to zoo is ($ per person to go to the zoo) * (number of people in family) - (discount) C=3*p-5 C=3p-5
Click on the button below to learn more about MLR6: Three Reads
Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit
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