A Math Look - Language Fluency Program

Methods

  1. Math Therapy Overview

  2. Understand Dyscalculia

  3. Base-10 - understand through experience

  4. Describe and reason with language (spoken and written words and symbols)

  5. Count into easily recognizable patterns

  6. Model numbers with place value chart and money

  7. Student proves ideas to themselves, then confidently and successfully teaches others 4 times

Base Ten

DIGITS

  • 10 fingers

  • 10 digits

  • 0-1-2-3-4-5-6-7-8-9

Place Value Parking Lot

  • 1 digit per spot

  • Counting $ in dice patterns of 5.

Fraction

  • anything that is some, but not all, of a certain amount

  • $2 out of $5 needed for lunch: you have two-fifths (2/5) of the money needed for lunch

  • $13 out of $15 needed for a T-shirt is 13/15, thirteen-fifteenths

  • $13 out of $50 needed for a sweatshirt, is 13/50, thirteen-fiftieths

  • 1 of 8 slices in a pizza, is 1/8, one eighth of the pizza

  • a recipe that calls for 2 1/2 cups of flour, means 2 whole cups + a half (1/2) of a cup

  • Fractions mean nothing without context. You always need to say what the fraction means.

  • Example: $ dollars, points, cups...

Sample Lesson

Count $1 bills and record digits on place value chart.

Describe what you do in this order:

  1. Spoken words

"I put a one-dollar bill down 3 times, or three times, I put down a one-dollar bill."

  1. Write a sentence.

"I put a one-dollar bill down 3 times, or three times, I put down a one-dollar bill."

  1. Describe the number in Standard Notation on the place value chart, and then on paper:

3

  1. Write equations to represent what you did:

1 + 1 + 1 = 3

1 x 3 = 3

3 x 1 = 3

3 ÷ 1 = 3

  1. Using your models, show someone how each of these equations truly represents the facts.

When you reach 10 ones, notice that 10 has 2 digits that cannot park in the 0nes' parking space.

Place a finger below the ones' place and write 10, ending the 10 in the ones' place because that's the unit we are recording the amount of (one dollar bills).

Note ways to make $10:

  • As 10 ones. (1 x 10 = 10)

  • Or as 1 ten. (10 x 1 = 10)

Add 3 more ones.

Record 3 in ones place.

Notice ways to make $13:

  • 13 ones (1 x 13 = 13)

  • one ten and 3 ones (1 x 10) + 3 = 13

Trade 10 ones for a $10.

Record the number of $10s in the tens' parking spot.

Add 3 more $10s to $10, and change the number in the tens' place to 4. (10 + 30 = 40)

Add another $10, and change digit in tens' place to 5. (40 + 10 = 50)

Trade five $10s for a $50 bill. Notice that $50 is still a 5 in the tens' spot.

Talk about ways to pay $53.

  • 53 one-dollar bills

  • 5 ten-dollar bills and 3 ones

  • a $50-bill and three $1s

Add 2 more tens, and revise the digit from 5 to 7. (50 + 20 = 70)

Discuss ways to pay $73:

  • 73 one dollar bills

  • Seven $10s and three $1s

  • One $50, two $10s, three $1s

Misspeaks A student will occasionally say what they do not mean (ex. 700 for 70).

Guidance Tell the student that misspeaking is a common brain glitch that they shouldn't be embarrassed about, but should anticipate- so double-check and triple-check, to avoid mistakes.

Always be sure of the unit (what you're talking about - tens, ones, cups, inches, teaspoons or tablespoons...). Take the time to be sure.

Update Standard Notation as you work:

Add 3 more tens and update the chart. Erase the 7 in the tens' place, and put a finger in the tens' place and write 10 tens, ending 10 in the tens' spot.

Read: 10 tens, is 1 hundred (10 x 10 = 100)

All together, read the number as 103. One hundred three.

Ways to make 103:

  • 103 one dollar bills: 1 x 103 = 103

  • 10 ten dollar bills and 3 ones: (10 x 10) + (1 x 3 ) = 103

    • one $50 and five $10s and three $1s (50 x 1 + 10 x 5 + 1 x 3 = 103)

  • two $50s and three $1s (50 x 2 + 1 x 3 = 103)

  • 1 hundred bill and three $1s (100 x 1 + 1 x 3 = 103)

Add one more ten and read, 113. One thirteen. One hundred and thirteen. (103 + 10 = 113)

Ways to make $113:

(1) 113 ones $1s (1 x 113 = 113)

(2) 1 hundred, 1 ten, three $1s (100 + 10 + 1 x 3 = 113)

(3) two $50s, one $10, three $1s (50 x 2 + 10 + 1 x 3 = 113)

(4) eleven $10s, three $1s (10 x 11 + 1 x 3 = 113)

Teach 4 people and make up a story.

Fluency

Use Numbers in the News to Build Math Fluency

  1. identify the UNIT

  2. identify the key numbers

  3. encode the number on the place value chart

  4. write the number in standard notation

  5. write it with the digits and place: ex. 3 hundred

  6. words spoken

  7. words written

  8. model with money

  9. expanded notation

  10. International System prefix

  11. SI symbol

  12. power of ten (scientific notation)

  13. prime factorization

Scope & Sequence I

You are going to play with money to become fluent in the language of mathematics. The more ways you can explain an idea, the more fluent you are in the language.

Throughout the exercises, you are going to be using many different ways to SHOW and DESCRIBE and WRITE about what you have done.

The student is learning skip counting, fact families, multiplication facts, addition facts, number composition and decomposition, standard notation, equations, basic operations, patterns, relationships, visual-spatial and verbal reasoning, unit conversion, equivalency, and the language of mathematics - verbal, operational, and symbolic.

Start with $1 bills.

Count them out into patterns of 5 in a serial fashion, "1, 2, 3, 4, 5..."

Stop and record the amount counted on the place value chart in the ONES PLACE.

Now, write what you just did in SYMBOLIC FORM on the board:

1 + 1 + 1 + 1 + 1 = 5

1 x 5 = 5

5 x 1 = 5

Keep counting $1s until you reach 9.

Stop and write the 9 in the ONE's COLUMN of the place value chart.

Update the equations on the board:

1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 9

5 + 4 = 9

1 x 9 = 9

1 x 5 + 1 x 4 = 9

9 ÷ 1 = 9

Now add a tenth $1 so you have 2 complete sets of 5 on the table.

How will you update the chart to show that you have 10 ones, if you can only place 1 digit in a place value parking space?

You put your finger on the Ones' Place and write the number 10, so that the number 10 ends in the Ones' Place.

Now describe what you have:

I have 1 set of 10.

I have 10 ONES.

Trade the ten ONES in for a $10. bill, then have 1 TEN and 0 ONES.

Update the equations:

1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 10

1 x 10 = 10

5 + 5 = 10

5 x 2 = 10

10 ÷ 1 = 10

10 ÷ 2 = 5

10 ÷ 5 = 2

3 + 2 + 3 + 2 = 10

3 x 2 + 2 x 2 = 10

6 + 4 = 10

4 + 1 + 4 + 1 = 10

4 x 2 + 1 x 2 = 10

8 + 2 = 10

10 - 8 = 2

10 - 2 = 8

10 - 3 = 7

10 - 7 = 3

10 - 4 = 6

10 - 6 = 4

10 - 5 = 5

10 - 1 = 9

10 - 9 = 1

Count-by Sequence:

$1; $2; $3 ($2+$1); $4 ($2+$2); $5; $6 ($5+$1); $7 ($5+$2); $8 ($5+$2+; $1); $9 ($5+$2+$2); $10; $11 ($10+$1); $12 ($10+$2); $13 ($10+$2+$1); $14 ($10+$2+$2); $15 ($10+$5); $16 ($10+$5+$1); $17 ($10+$5+$2); $18 ($10+$5+$2+$1); $19 ($10+$5+$2+$2); $20; $25 ($20+$5); $30 ($20+$10); $35 ($20+$10+$5); $50; $100; $150 ($100+$50); $1,000; $10,000; $100,000; $500,000; $1M; $10M; $100M; $1G; $10G; $100G; $1T; $10T; $100T; $1P; $10P; $100P