*I notice numbers*or

*I notice shapes.*I wanted to stimulate deeper mathematical conversations, so I came up with an anchor chart suggesting different ways in which mathematicians notice. My list included:

- details
- vocabulary
- connections
- relationships
- patterns

Now, I encourage my students to refer to the chart and try to notice a little more deeply. For example, if a student say she notices *numbers*, I ask her to give us details. Are the numbers whole numbers, decimals, fractions? It’s been a big help, and it’s definitely helped increase their use of academic vocabulary. I finally turned my hand-written anchor chart into a digital version with examples of each.

Grab a free version by clicking here.

So, how do you help your students notice deeply as a mathematician and develop academic vocabulary? Please share in the comments!

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Judy Blakely says

Great for the classroom.

Julie Woods says

Donna,

I was not able to print the poster. Is anyone else having a problem?

Cindy says

Can’t print the poster

Donna Boucher says

Sorry for the problems, Cindy. Were you able to download it? Did you get some kind of error message?

Yvonne says

Donna, thanks for the post! I really enjoy following your blog. I was wondering what your thoughts were on the vocabulary example in your poster? I’ve been encouraging staff not to each “key words” in story problems to students as that takes away from the content of the actual problem, and it also sometimes confuses students when it doesn’t always work. I’m just curious what you think about it! Thanks for all you do!

Donna Boucher says

Thanks for your comment, Yvonne. I completely agree that we can’t teach key words.

Differenceis, however, a word associated with subtraction, just likesumis associated with addition. I’m very careful with my wording so as not to say that differencealwaysmeans subtraction, which is what we used to do with key words. I have found that students are often not familiar with the operational words (sum, difference, product, and quotient), so we have high error rates on questions like, “What is the product of 2 and 3?”Yvonne says

Thanks Donna. You’re right I totally agree that many students lack the vocabulary to support their understanding of what a problem is asking for. And I see what you mean about that being a vocab word vs. a “key word”.

Cheryl Corral says

I love this idea, but can we get one where we can fill in the blanks to customize for content we are teaching at the time?

Rachel Skinner says

I love this idea. I have my students make “Graph and Data Observations,” where they notice the title, type of graph, categories, and data. Then we practice making inferences that are supported by the data. I love the way you have more general categories that would apply to all areas of mathematics. May I have permission to present your idea and anchor chart to my staff? I would of course give you credit! Thank you, Rachel.

Donna Boucher says

Yes, Rachel, so often kiddos just overlook all the labels on graphs and diagrams. I have seen huge growth using this approach, and the students really enjoy it. Of course you may share!

Barbrara says

HI Donna!

I love this!! Would you change this at all for first and second graders?

Donna Boucher says

With the younger kiddos, it’s mostly verbal, rather than referring to the poster. Other than that, the language is very much the same. Just examples on their level.