## What You See Is What You Get

### Johnny WolfeSanta Rosa District Schools

#### Description

The best strategy for reading a math problem is to use visualization. This means to draw a mental picture of concepts or terms that are being described. This lesson will involve visualization with a math lesson.

#### Objectives

The student selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Adds, subtracts, multiplies, and divides real numbers, including square roots and exponents using appropriate methods of computing (mental mathematics, paper-and-pencil, calculator).

#### Materials

- Flash cards or transparencies for statements (see associated file)
- Paper for students
- Checklist for distribution to students.

#### Preparations

1. Prepare flash cards or transparencies for statements that will be used in the activity (see associated file).
2. Give students ample paper for drawing and sketching statements within the activity.
3. Prepare checklist for distribution to students.

#### Procedures

Note: The student adds, subtracts, multiplies, and divides real numbers, not including square roots and exponents, using appropriate methods of computing (mental mathematics, paper-and-pencil, calculator).

1. Get students attention by saying, “You are going to use your imagination to solve math problems. You will draw what you hear and solve the problems by imagining what the words are saying to you.”

2. Help the students understand what you mean by reading a statement. Then have each student make a comment about what they heard.

3. Give out sheets of paper for students to draw and make comments on.

4. Various students will be chosen at random to read from the flash card or transparency. The other students will draw a diagram or picture of what was read.

5. Choose a student to read statement # 1 (see associated file).

6. Have students draw or illustrate what they heard. Students are not allowed to talk. They can raise their hand to have statement reread.

7. A student will be chosen to share with the class what he/she interpreted from the reading and to present to the class what they placed on their paper.

8. Have other students comment on what they heard as compared to the presenter.

9. The teacher will then ask some questions (see associated file). Students will answer questions based on information they placed on sheets of paper.

10. Repeat steps five through nine for statements #2 through #5. Use a different student each time to read statements.

11. Teacher will retrieve sheets of paper and observe students work.

12. Checklist will be used for student feedback.

#### Assessments

The student will be assessed through a checklist that observes the following behavior:
1. Did the student listen to the statement attentively?
2. Did the student participate in sketching statements?
3. Did the student participate in reading and/or displaying their sketch?
4. Was the student able to answer questions from his/her sketch correctly?

#### Extensions

Have students create their own statement or story and read it to class. Have students write down what they hear and report it back to the class.