Laura Prettyman
AEOA
Laura.prettyman@aeoa.org
What are graphic organizers?
 Diagrams organizing or highlighting key information
 Clearly labeled main branch and sub-branches
 Numbers, arrows, or lines showing sequence
Why use graphic organizers?
 Help students develop a problem-solving plan
 Help students identify key information
 Good for students with disabilities
 Can be with low-levels through transitions
Introducing graphic organizers
 Direct Instruction
 Review prior knowledge
 Present organizer
 Guided practice
 Corrections and/or feedback
 Independent practice
 Weekly and monthly reviews
Teacher-Directed
Student-Directed
 Provide partially completed
 Students complete organizer
organizer
 Have students read
information or problems
 Provide direct teacher
instruction of readings while
completing identical
organizer
 Fill out organizer with class
using prompts.
 Teacher acts as facilitator.
 Students may check answers
on teacher copy.
What to organize?
 Choose passages that:
 Are 1500 words or less
 Fit the organizer you are teaching
 May be difficult for students to understand
Webs
Story Problems
Re-Say
Step 1
Step 2
Step 3
Think
• Summarize the problem.
• What’s the first step?
• What’s the next step?
• What’s the next step?
• Does the answer make sense?
Jon and his two brothers split the
cost of renting a hunting shack for a
deer hunting trip. Daily rental was
$89.50. If they rent the shack for six
days, how much is each brothers’
share of the rental cost?
Hour
1
2
3
4
5
6
7
Slower 55
car
110
165
220
275
330
385
Faster
Car
65
130
195
260
325
390
0
How many hours will a car travelling at 65 miles per hour take to
catch up to a car travelling at 55 miles per hour if the slower car
leaves one hour before the faster car?
Ben scored 7 more points than Jack in a basketball game. Paul scored 2 points less than Jack in the same game.
If the three boys scored a total of 38 points, how many points did Jack score?
Ben
Jack
Paul
Math Sorts
 Hands on
 Good for low-level learner
 Develops critical thinking/categorizing skills needed
for new GED
Math Matches
Rule of Four Link
 Helps students
 Visualize multiple approaches to problem-solving
 Make connections between representations
 Understand the connections
 Communicate understanding
http://www.umassmed.edu/MathGraphicOrganizers.aspx
http://www.umassmed.edu/MathGraphicOrganizers.aspx
Splashes
 Often used in conjunction with Rule of Four Link
 Different way to review information
 Great for small groups
http://www.umassmed.edu/MathGraphicOrganizers.aspx
Math Vocabulary & Note Taking
Students need
 Explicit instruction
 Repeated practice
 Opportunities to explore examples
Frayer Model or Information Frame
Words:
Changing the order of addends does
not change the sum.
Numbers:
Algebra:
4+3 = 3+4
Commutative Property of
Wor
Addition
Example:
Use for mental math calculations
23 + 19 + 7 = 23 + 7 + 19
a+b=b+a
Term Box
Term: ________________
Definition from math book:
Examples
Sketch or give two examples of
_____________________.
Definition in your own words:
Non-Examples
Sketch or give two non-examples
of _________________.
Extension
Give two examples of how _________
is used in the real world.
Vocab Note Box
Concept
Slope of a line
Slope intercept form
Explanation
Slope is the ratio of the vertical
change to the horizontal change in a
line.
Slope = m
Example
m = change in y
change in x
y = mx + b m = slope b = y intercept
y = -3x-2 m = -3
1
b = (0, -2)
y intercept
Where a given line crosses the y
axis
y = (0, b)
http://usablealgebra.landmark.edu/instructor-training/beneficial-practices/
References
 University of Massachusetts Regional Resource Center
 http://www.umassmed.edu/MathGraphicOrganizers.aspx
 Math Graphics Organizers for Students with Disabilities
 http://www.k8accesscenter.org/training_resources/mathgraphicorganizers.asp
 Think Literacy: Cross Curriculum Approaches
 http://oame.on.ca/main/files/thinklit/FrayerModel.pdf
 Association for Middle Level Education
 http://www.amle.org/Publications/MiddleSchoolJournal/Articles/November2009/A
rticle4/tabid/2083/Default.aspx
 Center for Urban Education
 http://teacher.depaul.edu/
 Teacher Vision

http://www.teachervision.fen.com/math/problem-solving/48897.html?for_printing=1&detoured=1
 Universal Design of College Algebra
 http://usablealgebra.landmark.edu/instructor-training/beneficial-practices/