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

PRACTICE

Chart the numbers in the articles below below and practice writing the numbers many ways.

  1. Math Do

  2. Richest People

  3. Debt Clock

  4. Coronavirus Statistics

  5. Investing - the big numbers

  6. Fastest Computer

  7. Quintillion & Nano - COVID-19

  8. 16 Psyche Metal Asteroid

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

  14. Addition Equation

  15. Multiplication Equation

  16. Algebraic Equation

  17. Fraction

  18. Mixed Number

  19. Decimal

  20. Percent

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

Scope & Sequence

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