Daily Oral Dialogs shine when you integrate Math and Logic into your storyline.
Many teachers integrate Reading and Language Arts with Daily Oral Language activities, but few teachers integrate Math and Logic, too.
In fact, most teachers fail to realize that Math Word Problems represent a limited connection with Thinking, Reading and Problem-Solving.
Real-life problem-solving never delivers issues in a “Math Word Problem” format.
And, integrating Math and Logic into a Daily Oral Language storyline proves easy.
Easier the Pi
Integrating Math and Logic into Daily Oral Language requires only tiny changes to a story.
“The rabbit ran into a hole.” vs. “The rabbit ran into a seven inch hole.”
“The troll stood in front of the bridge, blocking it.” vs. “The 13 foot troll stood in front of the 50 foot long bridge, blocking it.”
“The cook ate a steak.” vs. “The cook ate a 15 ounce steak, cooked to medium rare, 140°F.
“The detective drove all night to reach the crime scene.” vs. “The 5’11” detective drove for 9 hours through the night to go the 300 miles to the crime scene.”
You get the idea.
Math Done Backwards!
Math Word Problems represent “Math Done Backwards.”
And, even if you discover the data needed for a “Run-of-the-Mill” math problem, real life served data in another way.
For example, what do the numbers refer to when you hear that the policeman is tall?
A tall police officer might fall into a range of heights.
And when the police officer stops the tall woman for traveling 15 miles over the speed limit, you need to know the speed limit. The police officer also judges that the speeding driver is tall by reading her driver’s license.
So, look for real-world ways to weave Math and Logic into your Daily Oral Language activities.