Jessica Hanna

Text Comprehension
Curricular Content Area: Math
Grade Level: 3rd grade
Strategy: SQRQCQ (Survey, Question, Read, Questions, Compute, Question)
Summary:
SQRQCQ is a text comprehension strategy to use in the mathematics classroom.
This strategy assists students in reading and learning math, especially word problems. It
helps students organize the steps that they need to follow when solving a mathematics
word problem. The strategy allows students to organize word problems in a way that is
much easier for them to understand. This strategy helps students to focus on what the
question is asking, what information is needed to solve the problem, and how they should
go about solving the problem. SQRQCQ also forces students to reflect on their process of
solving the problem, their understanding of the problem, and the reasonableness of their
solution.
Common Core State Standards:
3.OA.D.8 Solve two- step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
3.RF.4 Read with sufficient accuracy and fluency to support comprehension.
3.RF.4a Read on- level text with purpose and understanding.
3.RF.4c Use context to confirm or self- correct word recognition and understanding,
rereading as necessary.

Application:
This strategy would be very helpful when working on word problems with
students. Word problems are often times confusing and lengthy, and they can potentially
discourage students. However, this strategy could be used in order to help students

Jessica Hanna
organize their thoughts when solving word problems, as well as build their confidence
when solving word problems.
Research:
Heidema, C. (2009, February). Reading and writing to learn in mathematics: Strategies
to improve problem solving. Retrieved January 26, 2015, from
http://ohiorc.org/adlit/inperspective/issue/2009-02/Article/feature.aspx.

Jessica Hanna
SQRQCQ Strategy:
Students will read the word problem and determine what the problem is about and what is
needed to solve the problem. Once students have completed the problem, they will reflect
on their solution to make sure that it makes sense. Below is an example of a SQRQCQ
chart that I would give my students to help them organize a word problem.

SQRQCQ Chart
Survey
Scan the problem to get a general idea of
what its about. Clarify terms.
Question
What is the problem about, and what
information is in the problem?
Read
Identify relationships and facts needed to
solve the problem.
Question
What to do? How to solve the problem?
Compute (or construct)
Do the calculations or construct a solution.
Question
Are the calculations correct?
Does the solution make sense?

Jessica Hanna

Jessica Hanna

Vocabulary Development
Curricular Content Area: Math
Grade Level: 3rd grade
Strategy: Word Wall
Summary:
Word walls are a great strategy to use in order to help students with vocabulary
development. Word walls provide a model for high frequency words, a reference for
students during reading and writing activities, and they show the relationships and
patterns between words. A math word wall would be beneficial to students, and it would
help them to develop math vocabulary. Math words walls help students to identify words
and phrases they need to understand and use in many word problems. Students need to
develop mathematic vocabulary in order to discuss math concepts and skills, which in
turn will increase their mathematical knowledge. A word wall will make students familiar
with vocabulary and terms that they need to understand oral and written instructions in
math.
Common Core Standards:
3.RI.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies.
Application:
I currently am using a math word wall in my own classroom. My math word wall
is divided by the four mathematical operations: addition, subtraction, multiplication, and
division. Under each section, I have listed words and phrases that are associated with that
particular operation. I refer to this wall almost everyday, and students use it as a resource
to help them solve math word problems. Students have become familiar with this
vocabulary. This has made it much easier for me to communicate oral and written
instructions to them. I have also seen major improvements in their ability to solve word
problems. My math word wall is a wonderful resource that helps enhance my students
vocabulary development in math.

Jessica Hanna
Research:
(2105, January 1). Word walls. Retrieved January 27, 2015, from
http://www.readingrockets.org/strategies/word_walls.

Jessica Hanna
When students are working in math, they may refer to a math word wall in order to help
them better understand the problem that they are working on. Students should use a math
word wall to help them solve word problems and to develop math vocabulary and terms.
Below, I have attached a picture of a math word wall that I am currently using in my 3rd
grade classroom.

Jessica Hanna
Example of Math Word Wall:

Jessica Hanna

Writing in the Content Area

Curricular Content Area: Math
Grade Level: 3rd grade
Strategy: Think-Write-Pair-Share
Summary:

Jessica Hanna
Think-Write-Pair-Share is very similar to the well-known think-pair-share
strategy that is often used by teachers. However, this strategy incorporates the use of
writing into the thinking process. This strategy would be great to use in the mathematics
classroom. Teachers can present students with a problem to think about or solve. Students
will spend time thinking and writing about how they would go about solving the problem.
Once students have had time to work individually, they should pair up with a partner and
share their responses. Students may have different responses; however, by sharing with a
partner they can reflect on their own answers and see how their peers may have come to a
different solution. Think-write-pair-share is an easy and effective strategy that allows for
the integration of writing in the mathematics classroom.
Common Core State Standards:
3.W.1b Provide reasons that support the opinion.
3.W.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
CC.K-12.MP.1 Make sense of problems and persevere in solving them.
3.OA.D.8 Solve two- step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
Application:
Think-write-pair-share helps teachers to incorporate the use of writing into the
math classroom. This strategy allows students the opportunity to think and write about
mathematics in a different way. Students are also given the opportunity to share and
reflect upon their thinking and writing with their peers. This strategy requires students to
think critically about the problem that they are solving, while incorporating the use of
writing into the mathematics classroom.

Research:
Kawas, T. (2006-2010). Writing in Mathematics. Retrieved January 26, 2015, from
http://www.mathwire.com/writing/writing1.html.

Jessica Hanna

Example of Think-Write-Pair-Share:
Think-Write-Pair-Share
Student partners will think/write/discuss their ideas
about the following problem:

Jessica Hanna

Maggie has 25 apples that she got from the orchard. She
keeps 5 apples for herself and divides the remaining apples
equally between her 4 friends. How many apples did each of
Maggies friends receive?

Think about your

ideas on the topic

Write your ideas

down quickly (use
words to describe
how you will solve
the problem)

Pair up with a
partner and share
your solutions
with one another

Be prepared to
share what you
discussed with the
rest of the class

Study/Review Guide
Curricular Content Area: Math
Grade Level: 3rd grade
Strategy: I have,Who has? review game
Summary:
I have,Who has is a game that can be used to review or study in almost any
content area. However, this review game is great to review basic math facts, fractions,

Jessica Hanna
etc. This game allows students to develop fluency with their facts, and provides students
with an engaging and motivating method of practicing math facts. In this game, students
are each given at least one card. The person who has the I have start card will begin the
game. Students will then connect the math fact to the answer that is on another card. This
review game can be used as a whole group activity or as a center activity. Through this
review game, students can practice their facts and begin to master their facts with fluency.
Common Core State Standards:
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g.,
9 x 80, 5 x 60) using strategies based on place value and properties of operations.
3.OA.A.4 Determine the unknown whole number in a multiplication or division equation
relating three whole numbers. For example, determine the unknown number that makes
the equation true in each of the equations 8 x ? = 48, 5 = ? 3, 6 x 6 = ?.
3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one
knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory
all products of two one-digit numbers.
3.RF.4 Read with sufficient accuracy and fluency to support comprehension.
3.RF.4a Read on-level text with purpose and understanding.
Application:
I have, Who has can be used to review before students are assessed on their
math facts or before they take a chapter test. This game can be used to review as a whole
group or it can be used in centers. I have used this game before in my own classroom and
my students really enjoyed this activity. This activity is a great way for students to review
their facts in the mathematics classroom, while participating in a fun and engaging review
game.
Research:
Kawas, T. (2006-2010). Writing in Mathematics. Retrieved January 26, 2015, from
http://www.mathwire.com/writing/writing1.html.

Jessica Hanna

Graphic Organizer
Curricular Content Area: Math
Grade Level: 3rd grade
Strategy: Venn Diagrams
Summary:
A Venn diagram can be used in multiple content areas. This tool can be used to
help students compare and contrast two or more objects, people, or events. In order to
create a Venn diagram, two (or three) intersecting circles need to be drawn and given

Jessica Hanna
titles. The titles represent what will be compared, and each item that signifies that title
should be placed in that circle. The intersection between the two circles is where all the
items that embody both titles from the bigger circles should be placed. This graphic
organizer provides an easy and quick way for students to compare and contrast.
Common Core State Standards:
3.RI.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area.
CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies.
CC.K-12.MP.5 Use appropriate tools strategically.
Application:
A Venn diagram is a great graphic organizer to use in the mathematics classroom.
In my math classroom, I have used a Venn diagram when discussing multiplication and
division. I provided my students with a list of multiplication and division words, and I
asked them to sort them into a Venn diagram. There were some words that were
associated with both multiplication and division, so these words were placed in the
intersection between the two larger circles. This activity helped students to see the
vocabulary and terms that were associated with the different operations.

Research:
Fleming, G. (2015). Venn diagram. Retrieved January 26, 2015, from
http://homeworktips.about.com/od/essaywriting/ss/venn.htm.

Jessica Hanna

Example of Venn Diagram Activity:

Sort the words in the box into the venn diagram.

Jessica Hanna

Divide
Dividend
Divisor
Equation
Factor
Inverse
operations
Multiply
Product
Quotient
Related facts

Multiplication Words

Answer Key:

Division Words

Jessica Hanna

Factor

Related
facts

Divide
Dividend

Multiply
Product

Multiplication Words

Inverse
operatio
ns

Divisor
Quotient

Equation

Division Words