The Language of Math

Incorporating Literacy in Math by
Using TACKK to Explaining the "Why" and "How" of Math

7th Grade Math, Ms. Bales & Mrs. Rabii (Team Babbi)

USING TACKK TO CALCULATE MARK UPS AND MARKDOWNS IN MATH

IN MATH CLASS, 7TH GRADERS USED TACKK TO DEMONSTRATE HOW TO CALCULATE A MARKUP OR MARKDOWN. THEY DETAILED (HOW) AND EXPLAINED (WHY)  THE STEPS TO SOLVE REAL WORLD PERCENT PROBLEMS USING TACKK.         Standard 7.RP.3

The TACKK presentation was created using the morning BELL WORK question.

Students entered the room and began their "BELLWORK" question for the day which read:

Cladia bought a television at a 25% discount. The original price was$349. How much did she pay for the television?

Students entered their responses using a flow chart. This flow chart was part of an Activinspire Template that was uploaded to their EDMODO account. Students use the ActivInspire to highlight key terms, determine what the question was asking, and map out how they were to solve the problem.

Students working out the answer to the BELLWORK question.

OUR TECH GURU MS. HAZEL LEWIS

Ms. Hazel Lewis spent the day with the each 7th Grade Math Class. After the students completed the BELLWORK question, she introduced each class to TACKK. She taught each class the "how to" of TACKK and facilitate the creation of the project. This allowed Ms. Bales and Mrs. Rabii to focus on the application of math concepts and assist students with developing their TACKK presentations.

Student uses the steps that he outlined on his paper, to create their TACKK.
Students took SCREENSHOTS or photos of their work to help explain their answer.
Students on task and focus, detailing the "why" /"how" to solve percent problems

Learning was assessed by:

examining the Tackk for the steps used to solve the percent word problem and the actual answer to the word problem.  Since Ms. Hazel was able to facilitate TACKK, the classroom teachers were able to monitor and document students progress and provide immediate feedback.

Lessons Learned:

We started off by requiring the students to do too much within the 60 minute time frame. We scaled back or simplified the activity.

It was better for students to take SCREENSHOTS of their ActiveInspire work  vs. using PHOTOBOOTH.

TACKK provided a creative and easy way to explain the importance of each step when solving real world percent problems.