# Informal writing prompts: English to algebra

Word problems are real problems for many students.  Introducing students to algebra by having them write math problems as English language sentences may help students learn to “read” algebra problems. By the time they reach seventh grade, students should have no difficulty with the math in this set of informal writing prompts, but they may be totally freaked out by being asked to write math problems in English sentences. As with other write-to-learn activities, your focus should be having students learn rather than having them get “a correct answer.”

I recommend that you display the informal prompts one at a time to students and read each one while students follow along. Since fewer than 40 percent of today’s students grades 8 through 12 can read at grade level, they need all the reading help you can give.

## Informal prompt #1.

Here’s what to say: Use the numbers 2, 10 and 5. Write one sentence that tells someone what to do to the smallest number to produce the largest number. Begin your sentence with the word that describes the mathematical operation. You have 15 seconds to write.  (The answer is: Multiply 2 by 5.)

Oral follow up: Show me using addition what it means to multiply 2 by 5. (Answer: 2 + 2 + 2 + 2 + 2 = 10)

## Informal prompt #2.

Use the numbers 2, 10 and 5, write one sentence that tells someone what to do to the largest number to produce the smallest number. Begin your sentence with the word that describes the mathematical operation. You have 15 seconds to write. (Answer: Divide 10 by 2.)

Oral follow up:  Show me using addition what it means to multiply 2 by 5. (Answer: 2 + 2 + 2 + 2 + 2 = 10)

Oral follow up: Show me using subtraction what it means to divide 10 by 5. (Answer: 10 – 5 then 5 – 5. There are two units of five in ten.)

## Informal prompt #3.

Now for some detective work. Look at the sentences you already wrote. In a short sentence, tell me what word or words other than the numbers themselves appear in every sentences you wrote earlier. You have 15 seconds to write. (Answer: The word by is in both sentences.)

## Informal prompt #4.

Looking again at the three sentences you have already written, how can you identify the number that is the multiplier or divisor in each of the sentences? Explain in one or two sentences. You have 30 seconds to write. (Answer: The word after by is the multiplier or divisor.)

## Mini-lesson.

(Many students will guess that the word that comes after by is the multiplier or divisor but that doesn’t mean they are consciously aware that one of the meanings of the word by is “use the number that follows me as a multiplier or divisor depending on the sense of the sentence.” You need to help students recognize “the sense of the sentence.” Students have to use logic to figure out whether the sense of the sentence calls for multiplication of division. If they don’t grasp that idea through the written and oral discussion, they may get it using manipulatives.)

Ask students in which of their first two sentences is the word following the preposition by a multiplier. Ask how they know that word is a multiplier.

Ask students how they know the word they wrote after the preposition by in the second sentence is a divisor.

Next, have students do something hands-on, such as drawing a diagram or using manipulatives, to show:

• multiplying 3 by 4
• dividing 12 by 3
• dividing 12 by 6

If you teach older teens or adult students, to let them save face tell them to show how they’d teach those mathematical computations to a neighbor’s kid or to their own child.

Finally, give students five or six equations and have them write them as English sentences, specifying the operation to be performed, like this:

25/5 = 5 (Answer: 25 divided by five equals five)
6 x 3 = 18 (Answer: Six multiplied by three equals 18.)

If this activity doesn’t result in a  light bulb moment for your students, wait two weeks and try it again with different numbers. Sometimes you need to present an essential concept multiple times before your presentation coincides with the students’  readiness to grasp that information. That’s one of the hard facts of life in the teaching profession.