SBergman

Shirah Bergman EDC448 Dr. Coiro October 26, 2010

**Diverse Text Set for 7th Grade Reading a Math Textbook Using Probability** **Context for using the text set:** I will be using this text set in a 7th grade Math class. We will be studying probability, using fractions, decimals and percents. The ability level of students varies, from low-level readers to high-level readers. There are a few students with ESL and four students with IEPs. Overall, there are a wide variety of learners in the class.

**A. Print Resources:** **Text #1:** Connected Mathematics 2: What Do You Expect? Probability and Expected Values
 * **Citation**: Lappan, G., Fey, J., Fitzgerald, W., Triel, S., & Phillips, E. (2006). //Connected mathematics 2: What do you expect? Probability and expected values//. Boston, MA: Pearson Prentice Hall.
 * **Text Summary**: This textbook is used in 7th grade math classes. The series is divided into topics; this one focusing on probability. There are many opportunities for the students to assess their learning and expand their knowledge.
 * **Rationale**: I selected this textbook because the readability is accessible to high level and low-level learners. The activities relate to the students lives, which makes it easy for them to relate to the material.
 * **Use of text**: This textbook will be one of texts used in the unit on probability. It allows students to become familiar with the language in a textbook. They will have opportunities to use the text to ensure their understanding of the material.
 * **Attachment**: N/A

**Text #2:** Math In Daily Life · **Citation**: Annenberg Media. (1997-2010). //Playing to win//. Retrieved October 24, 2010 from //Interactives: Math in Daily life// at http://www.learning.org /interactives/dailymath/playing.html · **Text Summary**: This is an article I found online that discusses probability in modern terms. It talks about how probability can be found in every day life, such as at casinos, the supermarket lottery, sports, etc. · **Rationale**: I selected this article because it is a new way for students to look at probability. They are used to seeing it in textbooks and maybe mentioned as rolling a dice or tossing a coin, but maybe not in terms of their every day lives. I also picked this article because it is easy to read, for those lower level students and still interesting to higher-level students. The article has a few examples that help students visualize the material. · **Use of text**: This text will be used to connect the information the students have learned in previous units. It will introduce the topic to the class in a  comfortable way, using every day events. The text focuses on two relatable word problems that use rations and percents to presrrrt[]ent probability. · **Attachment**: See attachment #1.

**Text #3:** Reading a Mathematics Text · **Citation**: Myers, P. (N.D.). //Reading a mathematics text//. Retrieved October 24, 2010 from //Perla Lahana Myers University of San Diego// at  http://home.sandiego.edu/~pmyers/textbook.html · **Text Summary**: This is a webpage from a professor at the University of San Diego. She has posted tips for her students on how to read a Mathematics text. She has suggestions for understanding the text, how to tackle the text, how long it might take to get through a math text, and more. · **Rationale**: I selected this text because I believe that even a middle school math class can benefit from the advice from Professor Myers. There are useful tips and suggestions that the students can use and understand. · **Use of Text**: I may need to modify this text for a middle school class. Some of the wording might be confusing to the students and I want to keep them focused on how the text can help them. I would use this text, first, just before the textbook is introduced and multiple times during a unit, possibly every time a new text is introduced. Once the students have practiced this new skill enough, they will be able to reproduce it without the tips and suggestions. · **Attachment**: See attachment #2.

**Text #4:** How to Read a Math Textbook · **Citation**: Nolting, P. (1997). //How to read a math textbook//. Retrieved October 24, 2010 from //Cuesta College// at http://academic.cuesta.edu/acasup /AS/704.htm · **Text Summary**: This text is a page from Cuesta Community Colleges academic support website. It has eight steps to understanding a math textbook and seven points, or suggestions, if a student does not understand the textbook. · **Rationale**: I selected this text because it has some information that the previous text leaves out. It has a nice layout, even for middle school students to  understand. The suggestions will be useful for them to successfully comprehend a math textbook. · **Use of Text**: Like the previous text, I may need to modify the text for middle school students. The readability is more accessible than the previous text, but I might use both interchangeably or let the students decide which method works for them. · **Attachment**: See attachment #3.

**Text #5:** Probability · **Citation**: Anderson, K. (1999). //Probability//. Retrieved on October 24, 2010 from //LearningWave Online// at http://www.learningwave.com/lwonlin /probability/probability.html · **Text Summary**: This text is a website that uses pictures and words to describe probability. At the bottom of the page there is a small word problem where students can enter their answer into the blank space provided. · **Rationale**: I selected this text because it is an interesting way to look at math on the computer. There are also other games and interactive pages on the LearningWaves website. It engages the students in a way that is different than the texts listed above. · **Use of Text**: I will use this text as an opportunity for students to explore their own understanding; self-assessment. They may work individually or in  pairs to read the material and explore the interactive games. This will give the students a deeper understanding of probability. · **Attachement**: See attachment #4.

**B. Media Resources** **Text #6:** Probability Videos
 * **Citation**: Popavici, D. (2007). //Probability videos//. Retrieved on October 24, 2010 from //Math-Videos-Online.com// at http://www.math-videos-online.com/probability-videos.html
 * **Text Summary**: This website has math videos that involve probability, with a voice narrating each video. The videos are short and have a probability word problem, with highlighting and writing tools.
 * **Rationale**: I selected these videos because they are short and easy to understand. They highlight important information in the word problem and translate that information from words into numbers and symbols. The video takes the students through the problems step by step in a fun way.
 * **Use of text**: I will use the text as an instructional tool for students. I may use it as a frontloading tool, to introduce the topic to the students. They are used to a textbook and would enjoy learning a topic from an online video. The videos can also be used as a supplementary tool for students who are having trouble with the material.
 * **Attachment**: N/A

**Text #7:** Probability (Part 1) · **Citation**: Khan, S. (2010). //Probability (part 1)//. [Video file]. Retrieved October 24, 2010 from //Khan Academy// at http://www.khanacademy.ord/vide /probability—part-1?playlist=Probability · **Text Summary**: This video begins with multiple ways to interpret a statement of probability. It continues with examples of rolling a die and flipping a coin. · **Rationale**: I selected this video because I like how it begins with different ways to look at a percentage, in terms of probability. Students should understand that probability can be written in many different terms. The video does through the examples step by step, keeping the students focused on the material. · **Use of text**: I will use this video before after introducing the topic to the class, but before they open the textbook. The video will add to their previous readings and give them a new medium to learn the same material. The video will help visual learners understand probability in a way that in engaging to them. · **Attachment**: N/A

**C. Online interactive resources** **Text #8:** Fractions Decimals Percents Jeopardy Game
 * **Citation**: Popavici, D. (2007-2009). //Fractions decimals percents jeopardy game//. Retrieved October 24, 2010 from //Math-Pla.com// at http://ww.math-play.com/Fractions-Decimals-Percents-Jeopardy/frations-decimals-percents-jeopardy.html
 * **Text Summary**: This is an online game that explores fractions, decimals and percents in a fun and interactive way. The game has four categories; changing fractions to decimals, fractions to percents, percents to fractions and percents to decimals.
 * **Rationale**: I selected this educational game because it is presented in a familiar way to the students; jeopardy. The game is fun for them to play, and they are using their skills in fractions, decimals and percents as well.
 * **Use of text**: I will use this text to assess the background knowledge of the students. They will need to know how to convert between fractions, decimals and percents to use probability. I will use the text in the beginning of the unit to determine whether I need to review. The class can be split into 4 groups and the game can be played as a class.
 * **Attachmen**t: N/A

**Text #9:** Probability of Simple Events · **Citation**: IXL. (2010). //Probability: Probability of simple events//. Retrieved October 24, 2010 from //IXL// at http://www.ixl.com/math/practice/grade 7-probability-of-simple-events · **Text Summary**: This text is an online practice quiz in probability. It has one question per page and asks students a question, usually with a picture attached. Once they have answered the question, they go onto the next. The quiz asks for the answers in fractions, decimals and percents. · **Rationale**: I selected this online quiz because I like how it is structured. The site asks one question at a time, giving the students time to examine each problem individually. The site also gives ample time for the student to answer the question. · **Use of text**: I will use this text towards the end of the topic on probability. The quiz will let me know if the students are ready to move on to a new topic or if I need to spend some more time on probability or fractions, decimals and percents. · **Attachement**: N/A

**D. Instructional Resources** **Text #10:** Promoting Reading Strategies for Developmental Mathematics
 * **Citation**: Campbell, A. & Schlumberger, A. (2001). //Promoting reading strategies for developmental mathematics//. Conference paper presented at the annual meeting of the National Association for Developmental Education. Retrieved October 24, 2010 from http://www.nade.net/document/SCP97/SCP97.2.pdf
 * **Text Summary**: This text is an instructional piece on how to teach students to read math textbooks. It discusses what to do before, during and after reading. Pre-reading is important to highlight and skim the text to get a general overview, while thinking of background knowledge that is relevant. During reading, students need to restate the text in their own words, try the examples on their own first and be able to explain and summarize what they have read. After reading, students must review what they have read, make concept cards and be able to ask relevant questions.
 * **Rationale**: I selected this text because I believe it is important for students to learn how to read their textbooks. The language in a math textbook is very different than in their English class. They need to learn how to look at a math text and pull out the important information. This text will help me formulate ways to help the students achieve this goal.
 * **Use of text**: I will use the text to give me advice on how to help my students. I will teach them how to approach a text, using the advice in this text. I will show them, through modeling and scaffolding, how to approach a text before reading, during reading and after reading.
 * **Attachment**: See attachment #5

**Using these texts together in the classroom:** I would use the text differently throughout the unit on probability. Many of the texts discuss converting between fractions, decimals and percents. I would use these texts and videos in the beginning of the unit to tie in the previous units. I would also use them to assess how much information the students have retained from the previous lessons. I would move into the texts that discuss how to read a math textbook. Before reading any more text, I would introduce the helpful hints the texts have about how to tackle reading math. I would then introduce the probability unit, using the textbook. From there I would move on to the interactive websites, either splitting the class into groups or pairs and have them use the information they were just introduced. Once the students have seen probability in different mediums, I would give them the online practice quiz to see how much each student understands. This will give me the chance to see if I need to spend some more time on the topic or if I can move on to the next topic.

**Learning Objectives:**

NCTM Probability Standard 6-8: Students will have the ability to understand and apply basic concepts of probability.

Objective: Students will be able to compute probabilities for simple events, using fractions, decimals and percents interchangeably.

Core Standard for Reading Informational and Literacy Texts #12: Students will be able to extract key information efficiently in print and online using text features and search techniques.

Objective: Students will be able to access variable online resources and use them as supports in understanding the text they have read.

**Amy Hawkins** Shirah, I really liked how you are trying to compare probability and students real lives. Many students don't understand why they need to learn math and always ask when they are going to use it. I think another way to explore this is by using the website you described to us in class on the Khan website where it shows careers that deal with math and it's another eye opener for your students. Having an online game is also very useful! Kids love using the computers and playing games so what is more perfect than combining the two of them. Probability could get really difficult and by breaking it down into fun and games will keep the students engaged on what your teaching! Another thing I really liked was the //How to Read a Math Textbook,// so many students read a math text like an English text and then don't end up understanding. Those textbooks are useful not only for probability but all sections in a math course. With the websites and textbooks you've picked out, your students should have no problem understanding! Good work!

Hi Shirah, I really do want to compliment you for just tackling an the text assignment all together,being an English major that sounds little difficult. However, I do like how you compare real world situations with students and the subject of math. Its hard thinking outside the logics of math as money to get students involved to show other ways that math can be beneficial. Your online websites for learning enhancement are awesome and great resources for educating and keeping interest with the help of technology, something used daily anyway. You have everything organized and your prompts show that you are willing to encourage the learning in a more familiar way which I know will get and keep your students engaged.
 * Ivory T. Jefferies **