Reading In The Math Classroom

 

For many students, math and reading seem like two completely separate subjects. Reading belongs in language arts, while numbers and equations belong in math class. In reality, strong reading skills are essential for success in mathematics. Integrating reading into the math classroom helps students better understand concepts, improve problem-solving abilities, and develop deeper critical thinking skills.

One of the biggest reasons reading matters in math is because mathematics is filled with language. Students are constantly reading directions, interpreting word problems, analyzing charts, and understanding mathematical vocabulary. A student may know how to solve a problem mathematically but still struggle because they misunderstand what the question is asking.

Words like “difference,” “product,” “estimate,” or “factor” can confuse students if they are unfamiliar with the vocabulary or if those words have different meanings outside of math class. Teaching students how to read mathematical language carefully helps them become more confident and accurate problem solvers.

Reading in math also strengthens comprehension skills. Many students rush through word problems searching only for numbers and keywords. However, successful mathematicians read carefully, analyze information, and determine which details are important. Integrating reading strategies into math instruction teaches students to slow down, think critically, and make sense of complex information.

Another important reason to combine reading and math is that it helps students see math as meaningful and connected to the real world. Reading books, articles, and stories involving mathematics can make abstract concepts more engaging and relatable. Students begin to understand that math is not just about worksheets and formulas — it is part of everyday life.

There are many simple and effective ways teachers can integrate reading into the math classroom. One popular strategy is using picture books and literature connected to math concepts. Younger students especially benefit from stories that introduce counting, patterns, measurement, geometry, or problem-solving through engaging characters and situations. Books help make math feel approachable and enjoyable.

For older students, teachers can use short articles, biographies, or real-world examples involving mathematics. Reading about famous mathematicians, architecture, sports statistics, financial literacy, or scientific discoveries helps students understand how math applies outside the classroom. These reading activities can spark curiosity while building both literacy and mathematical thinking.

Teachers can also incorporate reading comprehension strategies directly into math instruction. Students can highlight important information in word problems, annotate directions, summarize mathematical processes, or explain solutions in writing. Encouraging students to discuss and write about their thinking helps deepen understanding and improves communication skills.

Math journals are another excellent tool. Students can reflect on strategies, explain how they solved problems, or describe concepts in their own words. Writing about math requires students to organize their thinking clearly, which often leads to stronger comprehension.

Vocabulary instruction is equally important. Creating word walls, discussing mathematical terms regularly, and teaching students to recognize context clues can significantly improve understanding. When students feel comfortable with math language, they are more willing to participate and tackle challenging problems.

Integrating reading into math instruction does not take away from teaching mathematics. Instead, it strengthens it. Reading helps students process information, understand concepts more deeply, and communicate their reasoning effectively.

By combining literacy and mathematics, teachers create classrooms where students learn to think critically, solve problems thoughtfully, and see connections between subjects. In today’s world, these skills are more important than ever. Math is not just about numbers — it is also about understanding, interpreting, and communicating ideas clearly. Let me know what you think, I'd love to hear.  Have a great day.

Followup on Reading Standards.

  Yesterday, I tried applying reading standards to solving word problems and it went so well.  I started by selecting several word problems that are slightly below their reading and ability level so they could do the problems.

I began by reviewing these terms:
1. Main character
2. Setting
3. Event or what was happening
4. Inferences which need to be made
5. Summary - a sentence or two to summarize all the information and the answer.

The second step was showing a problem on my Smart Board so I could model my expectations.  The problem was something like:

"There were 6846 seeds in the bird feeder.  6 bluebirds and one baby bear decided to split the seeds evenly among themselves.  How many did they each get?"

We decided the main characters were the 6 bluebirds and one baby bear.
The setting: its happening by the bird feeder.
The event: splitting the seeds up evenly.
Inferences:  6 birds plus one bear means 7 totally.  Splitting means division.
I had the students do the math so we had an answer for the problem

The summary - The 7 animals split the 6846 seeds evenly among themselves so they had 978 seeds each. 

All my students had a great time applying their reading skills to solving math problems.  It showed the skills they use when reading a book can also be used in mathematics.  Most of my students prefer using these skills than the usual ones associated with problem solving in math.  We will do this again next week with more complex problems.

Let me know what you think.  The English teacher loves this idea because it answers the question of will they ever use it outside of the English class.  Thank yo for reading.

Reading and Math

  I don't know about you but I've had to teach reading in my math classroom because I work with ELL students.  In addition, I like to show students the forms that math appears in the real world.  Well, yesterday another teacher and I provided a 3 hours workshop at school on differentiation.

We covered the usual material such as tiered assignments, choice and menu boards but we provided another resource that most people are either unaware of or they don't know how to use it in their classroom.

The site, NEWSELA, is filled with tons of news reports from all over the world.  When I checked it out to get the URL for this blog, the first article I saw was on using drones to get aid where needed.  If you read this blog, you know I love technology but where this site differs from others is in that you can print each article out at a different reading level or place the material in a google doc for your students to download.

I typed "Mathematics" into the search bar and found a great article connecting art, math, and science.  It is offered at four different reading levels from low to high.  In addition, it offers a writing prompt designed to go with the reading level of the material.  It also offers a quiz to go with the material.

For my students I would create a worksheet of questions they can fill out as they read the material otherwise many will just skip through the reading, fudge the answer to the prompt and then whiz through the quiz.

I tried statistics in the search bar and discovered an article on the statistics of baseball.  It looks at how the score board displays information on the game and how it could be interpreted.  They author even went into how things have changed over time.

Then there is a second article focusing on the different forces in play in a baseball game.  Although the results do not always apply directly, there are so many articles you are sure to find some you can use in your classes.

I am going to start using these in my math classes to help improve their reading abilities and show them math is found outside the classroom.

Give the site a check.  If you like what you see, sign up for the free version and enjoy.

Infographics + finding information.

Most of my students are below proficient in writing.  That is the last part of the state test they tend to pass.  I was playing with infographics yesterday and had a great time.  In the process I decided that I am going to see about importing infographics into a program such as subtext and adding some questions so that my students have to find the information and reply using complete sentences.  I can also add in some compare and contrast activities.  Since many infographics have actual stats, it falls neatly into math.  Right now, the students get out early on Wednesdays so teachers can have their weekly meetings.  The length of the classes on Wednesdays are perfect for this activity.  I think I will also do one word problem on Wednesdays using the KWC process. They need to work on taking the time to find information rather than asking me immediately for help.
Tomorrow and Friday, my ebook on Amazon is available free. 

Flipped classroom

I just read an infographic on ways to flip your classroom and many of the suggestions do not require that my students watch a video on the internet.  This opens more opportunities for me to be able to flip my classroom.  Many of my students do not have internet at home and have a limited data plan so they cannot watch videos on their mobile devices.  I feel stupid for not knowing I could have them interview a parent to see where math fits into their job, or read a blog, or write something or even visit the library to find information.  I am glad to have options because my students would get bored watching a video all the time.  If it involved reading up on a topic, maybe I ask students to install certain apps on their mobile devices so they can take the work home to do on the device and then put the answer in a QR code to return to me.  Ohhh the possibilities.  Homework could become more mobile......LOL

QR Codes and student work.

I was looking at ways to use QR codes in my classroom.  After reading about putting a QR code on the homework that has the answers in the code, I wondered if the iPad had an app that would allow a person to create a QR code on the iPad.  I found one that will allow text.  This got me to thinking, why can't I have students create QR codes with answers to reading for meaning questions, mastery quizzes and other types of activities that needs short answers.  That way I can scan their QR codes on my iPad and read the answers.  This might cut down on the assignments that some of my students forget to turn in.  I do not know how it will work but it is worth a try. 
I hate using half a sheet of paper for things.  I have been thinking of what method I will have the students use to share completed work such as presentations, etc.  That is one thing I will be working on over the summer.

There is a push for my students to do more reading and writing so they do better on the standardized testing.  I've been thinking about how to include in my classrooms.
1.  Word problems - Use the KWC  after underlining the important sections.  Perhaps even have a short video or illustration included so my students can see what it is.  My students tend to be so remote that they have little or no prior knowledge of some of the situations.  For instance driving the car from Philly to NYC.  We don't have cars and they have no idea of the distance involved.  So I  end up rewriting the problems to use boats, snow machines or ATV's.  If I included a map, perphaps a google trip using google world so they could see the actual routing that might build some prior knowledge.  They could fill out a short pdf form for the KWC and then on the bottom write in an explanation for how they came up with their answer.  This would add reading and writing into my math class.
2.  NASA math problems.  I've tried these but the students do not do well with them.  Again, if we had a pdf form to help them organize information, pictures or videos on the topic so they can "see" what is being talked about and perhaps have them create a video to record how they came up with the answer, it might help them improve their mathematical vocabulary.
3.  Finding real life problems such as telling how long a body has been dead using logs and temps.  Include a web page with the information so students can find the equation used to determine the time since death.  Provide them with a scenario where they are the corenor and they have a body.  They discovered that the body temp is such and such and they make a report on how long the person is dead. 
These are just three ideas I came up with to incorporate more reading, writing, and technology into my lesson plans for next year.  I did not mention iPad apps because there are several that could be used.

Three apps

I have three apps I just downloaded from the apps store and I will be working with them to decided if I can use them in my classes and if I can plan ahead by making presentations, etc to use with them.  I am mostly thinking of the best way to use them.
The nearpad application which allows the teacher to share a presentation, quiz, etc with the students and actually be synchronized with student iPads so you swipe and it changes the page on their iPad.  One concern is giving a quiz during the time.  I think I would place that towards the end so each student has the chance to work at their own pace.  What impressed me simply is that you can try nearpad using your pc or mac instead of another iPad or iPod.  It worked quite well.
The ask3 app states that you can turn the ipad into an interactive white board with sound recording etc.  When I investigated it, it appears I can only set it up for one class and cannot carry the material over to the next semester.  The company stated they are working on that feature.
Subtext is a lovely app that allows you to pull in a worksheet, reading or book, add questions, notes, etc so that it becomes an interactive experience and helps the student improve their reading.  I can see using it for word problems and for material out of the book.  At this point in time, it does not do pdfs but they hope to have the app use pdfs come fall.  You have to convert the pdf to epubs first.
Now that I know about these apps, I can figure out how to incorporate them into my lesson plans but first I have to convince the tech dept that I need my iPad on the wireless system so I can use them. 

Neat app for word problems.

Found a new app called Subtext.  It allows you to take a book or web page or document and layer things like questions, quizzes, assignments, etc to make it more educational than just reading.  Right now they do not do PDF's but they are working on it and hope to have that facet available by next school year.  I've heard great things about it and it seems to be mostly used for literature or reading.  I tried to think of where I could use this actual application in my math classroom and at first thought about worksheets.  Once they get the PDF feature up and running that would be a possibility but this morning, it hit me.  Word Problems.  Most of my students take the numbers provided in the word problem and guess the operation, hoping for the correct answer.  If I used word problems with this application I could incorporate the KWC  (What do I want to know, what do I need to find and what considerations or special conditions do I need to keep track of).  This is something I could easily layer into the material.   Honestly I do not do enough on word problems and this could give me a tool to help them practice doing word problems.

Back to learning menus

I've been giving a lot of thought to learning menus and writing.  I've worked hard this year to increase their verbal communications by asking why, how did you come up with that answer, and other questions. I have been projecting warm-up and standardized test questions on the smart board.
Unfortunately, they are not as strong on the written, so I am toying with the idea of having students create pamphlets or jingles/raps or create some sort of digital presentation on showme, iphoto, or make a pod cast. 
In the past when I've had students create digital presentations, they've struggled with the creativity.  Many of these students have grown up in an oral culture and have little if any printed material in their homes.  So if I ask them to create a printed ad, I'll have to show them an ad and discuss the parts.  The nice thing is that I can bring a few magazines along to give them ideas and they can take photos to keep a record for themselves so they have a guide. 
This is something I'm going to be working on over the summer so I set it up properly and introduce it slowly over the year.  Maybe start with a choice of two digital projects and increase the number of choices over the school year.
If anyone has suggestions on setting up and using digital learning menus, I would love to hear from you.

Correction, observation and announcment.

I've have been increasing the amount of time I have the students on the iPads this week.  After the warmup, I send the students to a website to do something such as read or do practice problems.  They are much quieter than when I try to officially teach a lesson and they are more focused.  I feel they get even more work done.  I also show a video or two during the week instead of lecturing and they seem to pay more attention to the video than a lecture.  I still assign the study notes worksheet so they read the section but I first assign four reading for meaning statements so they preread the section.  I do not actually assign the study notes until mid week when they have had a chance to build a foundation.
The correction is that at cool math, not all lessons show up on the iPad, only some of them. It turns out the lesson on the sieve of Eratosthenes works on coolmath.com but the one on algebraic fractions does not.  So I need to check ahead of time.
The announcement is I published a short e-book on Amazon titled "Teaching math using the iPad".  It has general suggestions or types of programs, specific recommendations for how to use those apps and recommendations or suggestions for apps themselves. I give reasons for many of the recommendations.
 I will be choosing one day to offer it for free in the very near future.  I will post the date here so you all may take advantage of it being free as a thank you for reading my blog.

Logs and Lns and reading the textbook.

We have a short teaching week so I am going to have my college prep class do some research.  They will find out how logs and lns are used in real life, prepare a report on it using any app on the iPads. They have to find one for logs and one for natural logs, include the specific situation, a graph and write an explanation of who is using the function and why.  This may help them make the real world connection they miss in the book.
 The textbook we use has real world examples but the students try hard to avoid reading the textbook.  I've started using a reading for meaning exercise where I make a table with three columns and four rows.  In the center column, I write four things out of the chapter.  The left column is for agree and the right most column is for disagree.  The student reads the chapter and decides if the statement is true or false and writes the sentence out of the book that proves the statement is true or false.  They have to include the page number with the information. 
I find students read much more carefully, especially if I tell them that I will  not help them.  The may help each other.  The next time I do this exercise which will be next Monday, I am going to try it using the iPad.  I just have to decide what will be the best app to use to share the form.
I do this type of exercise because most of my students are classified ELL (English Language Learners) and they hate to read.  So this helps them read the material and get a chance to understand it.  They help each other.