Strategy Collection

By Peter Lewis

Geneva College

EDU 415

Dr. Wargo

December 3, 2022
 Table of Contents:

Story Impressions …………………………………………………………………… p. 3

Story Impressions: Worksheet ………………………………………………………. p. 5

Knowledge Ratings ………………………………………………………………….. p. 7

Knowledge Ratings: Worksheet …………………………………………………….. p. 9

Series of Events Chain ………………………………………………………………. p. 11

Series of Events Chain: Worksheet ………………………………………………….. p. 13

Anticipation Guide ………………………………………………………………..…. p. 15

Anticipation Guide: Worksheet …………………………………………………..….. p. 17

T-Notes ………………………………………………………………………….…… p. 19

T-Notes: Worksheet …………………………………………………………..……… p. 21

Story Impressions: Activating Prior Knowledge and Interest

Tahan, M., Baquero, P. R., Clark, L., & Reid, A. (2015, May 4). The Man Who Counted: A

Collection of Mathematical Adventures (Reissue). W. W. Norton & Company.

This fun and delightful book of stories provides a simple introduction to using math in

life around you. In these stories, the two characters travel about and “the man who counted” uses

his powers of math and mathematical knowledge to his advantage in resolving issues that come

his way. The book provides a fun application and uses for the abstract concepts of algebra.

Story Impressions Strategy:

The Story Impressions strategy is directed at piquing student curiosity and leading them

to anticipate the content of their reading. Through a list of key words and phrases, the student

creates a story that implements those words prior to the reading. These “story predictions” are

important because it starts the students mind rolling and engages them with a key set of words to

look out for while they read. Through the act of writing, the students further ingrain the topics

and significant segments of the reading. These “predictions” are not intended to cause the student

to guess what the real story is. However, it is an exercise that helps prepare the students for the

reading and highlights key points for them. Finally, when the student has completed his Story

Prediction they have the opportunity to go back and compare their story with the real reading

further accentuating the lessons learned.

This strategy will be helpful for The Man Who Counted, chiefly because the book is

written in a narrative style. The book is composed of a multitude of short and easy to read stories

that pull math and algebra from the abstract world and show how they are used in clever, real-

world applications. The Story Impressions strategy will allow students to see a vague outline of

what is to come, thereby creating anticipation for the real story when all will be revealed, and it
will allow the students to learn and grow as they compare their prediction with the actual

reading.

To implement this in the classroom in conjunction the reading The Man Who Counted, I

would begin by outlining the Story Impression strategy process, telling them that we will begin

by analyzing our Story Chain or word bank. These words are in order of their appearance in the

story. I will then explain to the students how they will take this chain of words and create their

own story in the right column of their paper. Having finished writing their predictions, the

students will read the story associated with the Story Chain. When the story has been read, the

students will return to their paper and compare the story that they read with the prediction that

they have made.

 Story Impression

Instructions: Using the keywords in the Story Chain column below in the order in which they

appear, create a Story Prediction in the right-hand column by creating what you think happened.

Next, read Chapter 3: Beasts of Burden from the book The Man Who Counted and compare what

you read with your Story Prediction.

Story Chain Story Prediction

Debate

Inheritance

Herd of camels

How to divide 35

Half

Third

Ninth

Precise whole number

Add 1

Gain by this division

Remainder

Everyone satisfied
Example Student Response:

Story Impression

Instructions: Using the keywords in the Story Chain column below in the order in which they

appear, create a Story Prediction in the right-hand column by creating what you think happened.

Next, read Chapter 3: Beasts of Burden from the book The Man Who Counted and compare what

you read with your Story Prediction.

Story Chain Story Prediction

Debate Two men were debating their inheritance at the side of the road.

Inheritance Their inheritance was a herd of 35 camels, and they needed to

Herd of camels divide them into a half, a third, and a ninth. However, they had

How to divide 35 issues because they didn’t know how to get .5 of a camel. By

Half adding 1, they were able to divide the herd of camels evenly into

Third precise whole numbers. Through this they were able to get a group

Ninth of 18, 12, and 4 camels which left two camels as a remainder. Since

Precise whole number these groups were larger than they would have been if they had

Add 1 separated the camels into fractions, all parties gained by division,

Gain by this division and everyone was satisfied.

Remainder

Everyone satisfied
Knowledge Ratings: Developing Vocabulary and Concepts

Khan Academy. (n.d.). Intro to Inverse Functions. Khan Academy. Retrieved December 3, 2022,

from https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:functions

Khan Academy provides numerous examples and lessons which are beneficial to the

students. Such a website can provide in-depth sources of learning for students if they miss a

lesson or require further explanation. Within the numerous lessons the students can also find

examples of algebraic reasoning and methods and articles that explain subjects such as complex

numbers

Knowledge Ratings Strategy:

The Knowledge Ratings strategy is simple and straightforward. It is aimed at figuring out

what vocabulary words students do, do not, and kind of know. The end goal of this strategy is to

get the student to analyze words on an unimposing and individual basis while providing them

with more confidence when approaching vocabulary words that they encounter in the assigned

text. To achieve this, students are presented with a list of vocabulary words. They must then

analyze each word and assign a rating to it depending upon how well they believe they can

define the word and understand its use. The information garnered from this exercise can be used

by the teacher to then drive a discussion that addresses student concerns relative to their ratings.

This strategy is very useful for students reading articles on Khan academy. Often times

students in math will get hung up or confused when they encounter vocabulary words that they

don’t know or don’t fully understand. Thus, it behooves the teacher to provide some means of

assessing and stressing certain words and phrases that will enable them to address student needs

before they encounter a barrier in the assigned text.

 To implement this strategy, I would begin by passing out the Knowledge Ratings sheets

and instruct the students on how to use them. I would do this by indicating the list of vocabulary

words, telling them that they were from the text, and then showing them how they are to rate

each word based upon how well they think that they can define it. The students will then address

each word individually and rate each one accordingly. When all the students are finished, we will

then discuss the words that they have just rated focusing on what words they did and did not

understand and seeking to clarify words that students had heard of or knew only in context. The

students will then read the assigned reading.

 Knowledge Ratings

Instructions: Look at each word in the following list of vocabulary words in the left most

column. Indicate, with a check mark, in one of the three columns on the right how well you

understand the vocabulary word.

Vocabulary Words Can Define Have Seen/Heard Cannot Define

Function

f(x)

Inverse

Inverse Function

f^-1(x)

Domain

Input

Range

Output

Mapping Diagram

Graph

Reflection

Line Segment
Example Student Response:

Knowledge Ratings

Instructions: Look at each word in the following list of vocabulary words in the left most

column. Indicate, with a check mark, in one of the three columns on the right how well you

understand the vocabulary word.

Vocabulary Words Can Define Have Seen/Heard Cannot Define

Function X

f(x) X

Inverse X

Inverse Function X

f^-1(x) X

Domain X

Input X

Range X

Output X

Mapping Diagram X

Graph X

Reflection X

Line Segment X
Series of Events Chain: Studying Text

Eqsquest. (n.d.). Geometry calculator - symbolab. Symbolab Math Solver - Step by Step

calculator. Retrieved December 3, 2022, from https://www.symbolab.com/geometry-calculator

Symbolab is a powerful tool that provides a multitude of very helpful and powerful

functions. This website also has a geometry function which allows teachers and students to draw

geometric shapes and then use the engine to do perform a proof of them.

Series of Events Chain Strategy:

The Series of Events Chain strategy allows students to break down dense readings into a

graphic organizer that orders the process outlined in the reading into a simple step-by-step

process which is easily visualized. This strategy helps students to study the text and remove

extraneous information to show students the stages of progression throughout their text in a clear

linear procedure.

This text studying strategy is not only of immense importance to math students but is also

to those students who are studying geometry. In geometry, a great deal of what the students will

do is founded upon step-driven proofs. When students use Symbolab’s geometry calculator the

solutions are presented in a step-by-step format that indicates to the students the process and

rationale for how to prove a given geometric claim. As such, the Series of Events Chain strategy

can be used to great effect in helping the students to take notes on what they see in the Symbolab

solution and can be used in abstraction to help them with other, similar, problems that they will

encounter thus building up a repertoire of methods for coping with any given problem.

To use this strategy in the classroom, I would first give a general outline of how we

would utilize this strategy. Then I would give the students a geometry problem. They would

construct this problem in the Symbolab calculator and use it to prove the problem. Students
would then use the Series of Events Chain graphic organizer to outline the process that the

calculator took to solve the proof. When we are finished, due to the nature of geometric proofs,

we will hold a discussion on how best to solve the given problem and present alternative routes

to achieving the same result.

 Series of Events Chain

Instructions: Input the presented problem into Symbolab’s geometry calculator. Then fill out the

chain of events graphic organizer explaining how the problem was proved, summarizing the

steps that Symbolab shows in general steps that will help you solve similar problems.

Prove that Δ BFH ≅ Δ FGH

Given: ABCD is a parallelogram, EF is parallel to AD, GH is parallel to CE

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6
Example Student Response:

Series of Events Chain

Instructions: Input the presented problem into Symbolab’s geometry calculator. Then fill out the

chain of events graphic organizer explaining how the problem was proved, summarizing the

steps that Symbolab shows in general steps that will help you solve similar problems.

Prove that Δ BFH ≅ Δ FGH

Given: ABCD is a parallelogram, EF is parallel to AD, GH is parallel to CE

Step 1

Identify what we want to prove

Step 2

State the Given

Step 3

Corresponding angles between parallel lines are

congruent

Step 4

Corresponding angles between parallel lines are

congruent

Step 5

Theorem: If line a is parallel to line b which is parallel to

line c, then line a is parallel to line c.

Step 6

Angle-Angle-Side theorem for triangles

Anticipation Guide: Activating prior knowledge and interests

Ph.D., L. L. (2020, August 25). Painless Algebra (Barron’s Painless) (Fifth). Barrons

Educational Services.

Painless Algebra provides a simple and engaging lesson in Algebra. It fulfills the role of

a textbook, but in an engaging and lighthearted fashion. Furthermore, at the end of each chapter

or section are word problems that help to connect algebra with modeling of real-world

experiences.

Anticipation Guide Strategy:

The Anticipation Guide strategy is a method whereby students respond to a series of

questions or statements. This takes place before they are to read a given text or consume any

other form of media for a class. The students are to respond to the statements with a simple

yes/no answer or some variation in which they have limited and uniform responses. This is

intended to get the student to think about the subject and raise some internal discord in them that

will ignite their curiosity and encourage a desire to find answers to their questions. It helps the

student to connect what they know about the world with the subject matter, and it also helps

them, and the teacher, evaluate their understanding both before and after an assigned reading.

This strategy is useful when students read a book such as Painless Algebra. This is

primarily because the book is, under the surface, a textbook that introduces new and varied

subjects. Because of this, using an anticipation guide can get students to try to connect what they

have already learned about Algebra and connect it to what they are about to learn in the next

chapter. Connecting and building upon subjects in this way is a very critical and necessary skill

to have when studying math, especially algebra. As such, Anticipation Guides can be an

excellent way to introduce new material and get the students engaged while they read.
 To implement this strategy in the classroom, I would begin by explaining that the

Anticipation Guide was for getting the students to think about the text before they read it and to

connect what they know with what they think they are about to learn. Furthermore, I would

highlight that this will indicate to the student questions that they should be able to answer when

they have finished reading. I will then pass out the handout. The students will fill it out by giving

their short yes or no answers. Having finished, I would discuss with the students what they

thought about the different statements. The students will then read the text. When they have

finished, we will compare and contrast the students’ answers with the statements made by the

author.
 Anticipation Guide

Instructions: respond to each statement by checking one of the two boxes depending on whether

you think that the statement is likely or unlikely. When you have answered all statements, we

will discuss your answers. Then read chapter 1 of the book Painless Algebra. Then compare what

you find in the book to the answers that you have given.

Likely Unlikely Statements:

Algebra is a language, with expressions used as sentences

Variables are used to represent a number that you know

Zero is neither positive nor negative

If something is commutative, then it doesn’t matter what order things

come in

If something is associative, it matters how you group them

All natural numbers are real numbers

Whole numbers are all of the natural numbers plus 0

Rational numbers are numbers that cannot be expressed as a ratio

Answer Key:

Anticipation Guide

Instructions: respond to each statement by checking one of the two boxes depending on whether

you think that the statement is likely or unlikely. When you have answered all statements, we

will discuss your answers. Then read chapter 1 of the book Painless Algebra. Then compare what

you find in the book to the answers that you have given.

Likely Unlikely Statements:

X Algebra is a language, with expressions used as sentences

X Variables are used to represent a number that you know

X Zero is neither positive nor negative

If something is commutative, then it doesn’t matter what order things

X
come in

X If something is associative, it matters how you group them

X All natural numbers are real numbers

X Whole numbers are all of the natural numbers plus 0

X Rational numbers are numbers that cannot be expressed as a ratio

T-Notes: Studying Texts

Schmidt, S. F. (n.d.). Life of Fred: Beginning Algebra.

Life of Fred does something unique. It places the methodology and content of a regular

algebra textbook in the form of a “real” story. This, neatly, places the abstract elements of

algebra and graphs in real-world terms as Fred goes through his daily routines as a teacher at a

small college in a very rural Kansas.

T-Notes Strategy:

The T-Notes strategy is used effectively to highlight vocabulary words. As a note-taking

strategy, the students are provided with a list of vocabulary words which are important to the

text. The students then read the given text. While they read, the student picks out certain key

words. When they have compiled a list of key words specific to a given vocabulary word, they

will create a definition for that vocabulary word using those key words. This strategy provides a

framework for students to arrange specific information in a text in a visually helpful way.

The T-Note taking strategy is effective for use when reading Life of Fred because it

provides a simple and clear form in which students can take notes. The format of the note chart

lends itself to math and science specifically when encountered with a specific formula or

vocabulary word, it is difficult for students to take notes that will highlight all relevant aspects of

the vocabulary word in question. This format helps the student to break down the steps of note

taking and gives them a means of rewriting terms and formulas in a form that makes sense to

them and will, therefore, be remembered and recalled more effectively by them.

To use this note-taking strategy in the classroom, I would begin by showing the students

how to set up their page by drawing a T. Then I would demonstrate how the students would take

a note on a given vocabulary word that they find in the text by finding key words that are used to
describe it. Having compiled a list of key words for a vocabulary word. I would then show the

students how they can create their own definition from their key words. Having done this, I

would then instruct the students to begin by reading the assigned text, writing down key words

for the definitions, and then creating their own definitions from it.
 T-Notes

Instructions: Read chapter 11 of Life of Fred: Beginning Algebra. When you find one of the

vocabulary words below, write down key words that you see that are used to describe the

vocabulary word. When you have written down key words for all of the vocabulary word,

construct a definition for the vocabulary word in your own words using the key words that you

have collected.

Vocabulary Words Key Words Definition (in your own words)

Functions

Slope

Slope-Intercept

Polynomial

Graph
Example Student Response:

T-Notes

Instructions: Read chapter 11 of Life of Fred: Beginning Algebra. When you find one of the

vocabulary words below, write down key words that you see that are used to describe the

vocabulary word. When you have written down key words for all of the vocabulary word,

construct a definition for the vocabulary word in your own words using the key words that you

have collected.

Vocabulary Words Key Words Definition (in your own words)

Relationship, input, unique, A function is a relationship that,

Function output given an input value produces a
unique output.
Direction, rise, run, ratio describes the direction of a graph, by
using the ratio of rise over run.
Slope

Equation form, given, slope, is an equation form that can be found

Slope-Intercept y-intercept, y=mx+b by using the slope m, and y-intercept
Form b in the form y=mx+b.

Expression, constants, is an expression that uses constants

variables, addition,
Polynomial
multiplication, exponent
Representation, relationship,
lines, points
Graph
and variables that are combined
through addition, multiplication, and
exponents.
is a representation of a mathematical
relationship using lines and points.