LP Template Lesson Title: ___Cultural Understandings of Word Problems__ Common Core Standards: Mathematics Standards: 1. CCSS.Math.Content.HSA-CED.A.

Length of Lesson: 2-4 Weeks

English/Language Arts Standards: 1. CCSS.ELA-Literacy.RI.9-10.6

2. CCSS.Math.Content.HSN-Q.A.2

2. CCSS.ELA-Literacy.SL.9-10.4

Rationale: See Culturally Sustaining Pedagogy Prcis for theoretical background. What do students already know? Math Concepts: linear equations (without words) English Concepts: Recognizing main idea and supporting details Other skills/knowledges: cultural knowledge (to be shared)

Which texts can we use? Text 1: Example word problems from various cultures, explanations of English->math vocab (ex.) Text 2: Excerpt explaining student performance on word problems (ex. one of these) Text 3: Sure you can ask me a personal question by Diane Burns or vignettes.

What concepts will students learn/use in this lesson? Math concepts: 1. Translate math and English language. 2. Generalize linear patterns. 3. Use technical terminology effectively. ELA concepts: 1. Present information logically. 2. Analyze cultural assumptions. 3. Use technical terminology effectively.

How will the teacher(s) assess students learning? Formative Assessments (students will) Draft and create a linear word problem. Identify cultural elements relevant to problem. Present cultural information to peers. Use cultural information to solve problems. Summative Assessment (Students will) - Analyze where there is bias in mathematics textbook word problems. - Describe commonalities and create a guide to solving word problems.

LP Template Process/Steps in Lesson

Day

Mathematics Review solving systems of linear equations from equations and graphs. Look at example word problems from different times/cultures and note what we dont understand (words, phrases, concepts, contexts, etc.).

English
Read an excerpt from a study talking about cultural biases in word problems in mathematics. Examples here. Analyze what this excerpt is implying. (Close reading).

Rationale/Explanation CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.Math.Content.HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. Introducing the unit by looking at problems and cultures most students wont understand helps them see how mathematics carries cultural baggage. The article excerpt helps students then apply that knowledge to their own mathematics curriculum. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature [or other text]. By looking at stereotypes of certain cultures, students begin to understand how their culture(s) are viewed, as well as trying to see where their cultures connect (or dont) to existing mathematics texts.

Week 1

One

Two

Look at example word problems here or here, and work through discussions of what might be difficult/challenging for different kinds of students.

Look at this poem, and talk about stereotypes vs. reality. Begin list of stereotypes toward students cultures. This should be an individual activity, though students can talk with each other. *Emphasize that these should be stereotypes of culture, not the individual student. (i.e. white people have no culture vs. people think Im spoiled).

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Three

Go through translation exercises such as explained here. Ask students to practice translating the different cultural problems we looked at during the first two days. How easy or hard is it?

From the list of stereotypes yesterday, ask students to choose 2-4 to respond to. This response can be written, visual, audio, etc. However, it must articulate what the students culture actually does, rather than the stereotype.

CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature CCSS.Math.Content.HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Students now, after being exposed to the fact that cultural elements exist within word problems, practice responding to these elements, as well as seeing how difficult they can be within mathematics. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.Math.Content.HSN-Q.A.1 Use units [and phrases] as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units [and phrases] consistently in formulas. In both classes, teachers ask students to connect the work weve been doing with their own lives/experiences.

Four

Have students write phrases that are easiest for them to understand, in terms of mathematics. Look back at the translations of yesterday and decide which makes intuitive sense to you, or make up your own. These phrases will help students draft word problems. Begin drafting problems.

Begin list of cultural artifacts, memories, practices, measurements, etc. in students lives that could be used in a math problem. Each student should have their own list. Sample prompts to get started: What food does your family eat that others might not? What holidays do you celebrate? What language do you speak at home? What are some stories you or your parents tell? Ex: When I was little, my sister and I used to talk about things being as long/tall/wide as a number of helicopter seeds; I never had pumpkin pie, so in a problem using food/pie, Id use apple pie. Begin drafting presentation.

LP Template
Five

Draft linear word problem. (Reminder that this means y=mx+b, so two things are related by a straight line). Check in with table partners as they continue drafting. Teacher checks with each student. Final problem due Monday.

Continue drafting presentation. Make visual material available for students (poster, markers/colors, scissors, paint, construction paper, computers if possible). Remind them this presentation is meant to help their classmates understand the cultural background of their word problem. Students sign up for presentation order. (2-4 minutes each, assuming 60 minute classes, half of the students in each class). Cultural presentations. Marked on whether students present information in a logical way that explains key cultural elements of their word problem.

Week 2

Six

Cultural presentations. Marked on whether students present information in a logical way that explains key cultural elements of their word problem.

CCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. CCSS.Math.Content.HSN-Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Making word problems while creating cultural presentations could be confusing for some students. The point of completing the tasks this way is so students can attempt to build them off each other. They should be intimately related. CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

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Seven

All the finished presentations yesterday should have handed in their final word problem. Type these up and distribute 3-6 problems to each student. Try to mix up combinations of problems (I.e. use problems 1-4 only once for one student). Students attempt to solve problems, noting where they used notes from presentations or where they thought about presentation information. Also note which presentation/student made the problem. Give students a new set of 3-6 problems, incorporating the ones presented yesterday. Again, try to mix the combinations of problems. This time, work with partners, not individually. Note what is easier and what is harder this time. Does having a partner make a difference? Is it easier to tell who created the problem?

Finish presentations if unable to yesterday. Discussion of what presentations from both days gave students, in terms of skills/knowledges for solving problems tomorrow. Have students write down 3-5 things they learned about their peers cultures (exit ticket).

Eight

Looking back over notes on presentations and attempts to solve problems, think of 3-5 questions students still have about specific problems or the cultural contexts of the problems. Why are these necessary pieces to know? Offer last half of class for mingling, asking questions and getting answers. Have students note common questions theyre receiving.

CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, make new connections in light of the evidence and reasoning presented. CCSS.Math.Content.HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. By asking students to note where in the problems they used or thought of their peers presentations, we are asking them to identify the cultural information necessary to understand and solve the problem. Further, we explicitly ask this in English class, connecting the two disciplines and displaying respect for the knowledges students bring. CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent A second day of trying problems offers students a way to see what exposure does to help math students with problem-solving skills. Is it the mere practice, or the critical thinking that theyre using in both English and math? In English class, theyre further identifying what they do need to know to solve problems, which will help them create their guide to solving word problems at the end of the unit.

LP Template
Nine

Begin creating list (individually or with a partner/small group no more than 4) of commonalities in word problems (their peers and the ones we looked at in the beginning). These can be phrases, topics, constructions, etc. From this list, students will begin to create a guide to solving word problems.

Based on questions asked yesterday, students draft amended script for their presentation, noting what information theyd add or subtract from their presentation. Check with a partner that their amendments make sense.

Ten

Students finalize their guide for solving word problems. (Again, this can be in partners, individually, or with small groups up to 4 people).

Journal due at end of class: Are word problems in our math textbook biased? Why or why not? *Extension, if time: redraft a textbook problem into a non-biased problem, and/or explain how one could create a non-biased problem, or why one could not. What about a non-biased textbook?

CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience CCSS.Math.Content.HSASSE.A.1a Interpret parts of an expression [or problem], such as terms, factors, and coefficients [not inclusive]. Part of mathematics is recognizing patterns and structure. Today is meant to have students articulate the structure in what theyve been working on. CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening. As students create their guide, we are asking them to also think about what biases they see in mathematics. Not only does this get at ideas of subtle discrimination on an institutional level, but this also helps students see that some of the problems they might be having in math (or other) classes is because their culture might not be the dominant one assumed by mathematics books and classes.