![Page 1: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/1.jpg)
Technical Reading
Presented by
Beatrice Moore LuchinNUMBERS Mathematics Professional Development [email protected]
![Page 2: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/2.jpg)
What is Technical Reading and Why is it Important
Read/ReflectSummarize
Lunch
AnalyzeSynthesize
Break Role PlayClose and Evaluation
agendagendaa
![Page 3: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/3.jpg)
Technical Reading is more difficult than general reading because of
specialized vocabulary, the way information is organized, and the
diagrams and charts included with the reading.
![Page 4: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/4.jpg)
At your table groups, outline the steps for problem solving that you have taught your students
![Page 5: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/5.jpg)
MAPMake A Plan
UP Understand the Problem
EREvaluate the answer for Reasonableness
COPCarry Out the Plan
![Page 6: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/6.jpg)
ReadR
efle
ct Reflect
Read
Summarize
Summarize
Analyze
Analyze
Synthesize
Synthesize
![Page 7: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/7.jpg)
SPKNWRDSRTHSMBLSFMNTLXPRNCNDWRTTNWRDSRTHSMBLSFSPKNWRDS
2000 BC consonants
![Page 8: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/8.jpg)
2000 AD technical reading
MentalExperience
WrittenWords
SpokenWords
A, B, C, …1, 2, 3, ...
![Page 9: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/9.jpg)
ReadR
efle
ct Reflect
Read
Summarize
Summarize
Analyze
Analyze
Synthesize
Synthesize
![Page 10: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/10.jpg)
Aocedrnig to rscheearch at an Elingsh uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is that frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can siltl raed it wouthit porbelm. Tihs is bcuseae we do not raed ervey lteter by istlef but the wrod as a wlohe.
![Page 11: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/11.jpg)
A key to student success in approaching problem solving situations is the ability to read for understanding, make vivid visual associations, and make connections to prior knowledge.
ReadR
efle
ctR
eflect
Read
![Page 12: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/12.jpg)
Reading and reflecting improves both reading and listening
comprehension. This process provides sufficient sensory
stimulation to enhance semantic memories that live in the world of
words and are activated by associations, similarities, or
contrasts.
ReadR
efle
ctR
eflect
Read
![Page 13: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/13.jpg)
•Set pace•Listen•Clarify•Question•Instant replay
Role of the teacher:
ReadR
efle
ctR
eflect
Read
![Page 14: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/14.jpg)
ReadR
efl
ec
tR
efle
ct
Read
Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.
Which number sentence could be used to find the number of cupcakes in 6 pans?
Number of Pans1236
Number of Cupcakes122436
![Page 15: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/15.jpg)
ReadR
efle
ctR
eflect
Read
Potential ProblemSome words have very different meanings in mathematics and everyday English
Table: A piece of furniture vs. An orderly arrangement of data
![Page 16: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/16.jpg)
ReadR
efle
ctR
eflect
Read
Potential ProblemAn English word with two different meanings may translate into another language as two different words.
Table: Mesa (furniture) vs.Tabla (list)
![Page 17: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/17.jpg)
•Some Potential Problem categories have been identified.
•A number has been placed at your table that identifies the potential problem you will address.
•As a group, brainstorm 5 or more examples for the problem you have been assigned.
![Page 18: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/18.jpg)
Teach students to internalize what they're learning. Have them create a mental image of important vocabulary on a word map or diagram
ReadR
efle
ctR
eflect
Read
InterventionWord Map
![Page 19: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/19.jpg)
When students summarize the question, their attention is focused on the nature of the answer which gives direction to the formulation of a plan of action.
Summarize
Summarize
![Page 20: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/20.jpg)
Summarizing the question helps the student to “chunk” information into small units to facilitate memory and recall.
Summarize
Summarize
![Page 21: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/21.jpg)
•Focus on the question•Listen•Instant replay•Focus on nature of answer •Clarify
Role of the teacher:
Summarize
Summarize
![Page 22: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/22.jpg)
Summarize
Summarize
Summarize the question in 7 or fewer words.
Which number sentence could be used to find the number of cupcakes in 6 pans?
![Page 23: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/23.jpg)
InterventionThink-Pair-Share•Individual think time•Partner to talk about the summaries•Pairs share their summaries with the class
Summarize
Summarize
![Page 24: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/24.jpg)
Sample Summary
Number sentence for cupcakes in 6 pans
Summarize
Summarize
![Page 25: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/25.jpg)
Students can generate an
appropriate solution strategy
when a problem solving situation
is analyzed for the concepts
involved, the relationships that
exist, the patterns recognized,
and the operations required.
Analyze
Analyze
![Page 26: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/26.jpg)
•Focus on needed details•Listen •Focus on organization of details•Instant replay•Error analysis
Role of the teacher:
Analyze
Analyze
![Page 27: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/27.jpg)
TAKS/TEKS Connection
I need to write a number sentence for the number of
cupcakes in 6 pans. What
information will I need?
![Page 28: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/28.jpg)
Application
Comprehension
Analysis
Synthesis
Evaluation
Knowledge
Bloom’s Taxonomy
![Page 29: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/29.jpg)
Knowledge
The book store has the following books in a shelf.
If Maria picks up 1 book without looking what kind will it more likely be?
312
4
2
Mystery
Cars
Sports
Fashion
![Page 30: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/30.jpg)
Comprehension
The book store has the following books in a shelf.
Which fraction represents the number of books on cars on the shelf?
312
4
2
Mystery
Cars
Sports
Fashion
![Page 31: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/31.jpg)
Application
What is the ratio of mystery books to sports books?
312
4
2
Mystery
Cars
Sports
Fashion
The book store has the following books in a shelf.
![Page 32: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/32.jpg)
AnalysisCathy said “7 out of 21 books are mystery or car books.
Dean said “1 out of 3 books are mystery
or car books.
Kay said “2 out of 3 books are sports or fashion books.
Mia said “1 out of 2 books are mystery
or sports books.Which student or students do not agree with the others? Why?
![Page 33: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/33.jpg)
Synthesis
The book store has the following books on a shelf.
If the store orders 35 books, how many of the books will be mystery books?
312
4
2
Mystery
Cars
Sports
Fashion
![Page 34: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/34.jpg)
Evaluation
Which combination of books is NOT equivalent to the ratio 1:3? How do you know?
The book store has the following books on a shelf.
312
4
2
Mystery
Cars
Sports
Fashion
![Page 35: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/35.jpg)
Students can generate an
appropriate solution strategy
when a problem solving situation
is analyzed for the concepts
involved, the relationships that
exist, the patterns recognized,
and the operations required.
Analyze
Analyze
![Page 36: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/36.jpg)
Breaking a situation into its component parts while maintaining associations and relationships will enhance analytical thinking skills.
Analyze
Analyze
![Page 37: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/37.jpg)
Writing down each step as they work will strengthen student’s procedural memory of important algorithms.
Analyze
Analyze
![Page 38: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/38.jpg)
Language elements needed f or eff ective communication and comprehension in the area of mathematics:
–Academic Language–Symbolic Language–Content Language (Vocabulary)
![Page 39: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/39.jpg)
Academic Language
– I s used to communicate what students should know and be able to do in state standards.
Determine, simplify, predict, interpret, etc…
![Page 40: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/40.jpg)
Symbolic Language
– I s used to demonstrate understanding and interpretation of mathematical notations.
Figures and Organizers
![Page 41: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/41.jpg)
Content Language(Vocabulary)– I s technical language associated with the sometimes abstract concepts and skills of mathematics.
Quotient, translation, capacity, etc…
![Page 42: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/42.jpg)
•Focus on needed details•Listen •Focus on organization of details•Instant replay•Error analysis
Role of the teacher:
Analyze
Analyze
![Page 43: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/43.jpg)
ReadR
efl
ec
tR
efle
ct
Read
Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.
Which number sentence could be used to find the number of cupcakes in 6 pans?
Number of Pans1236
Number of Cupcakes122436
![Page 44: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/44.jpg)
Analyze
Analyze
Number sentence for cupcakes in 6 pans
6 12 = 72
![Page 45: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/45.jpg)
Analyze
Analyze
Number sentence for cupcakes in 6 pans
Number of Pans
1
2
3
6
Number of Cupcakes
12
24
36
72
Process
1 12
2 12
3 12
6 12
![Page 46: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/46.jpg)
Analyze
Analyze
Intervention
Graphic OrganizerDraw a PictureMultiple RepresentationsFoldable Study Organizers
![Page 47: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/47.jpg)
The use of more effective and efficient solution methods enhances students’ mathematical ability.
Synthesize
Synthesize
![Page 48: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/48.jpg)
Creating of a plan that shows the combining of elements in information or the connections will develop students’ ability to synthesize.
Synthesize
Synthesize
![Page 49: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/49.jpg)
ReadR
efl
ec
tR
efle
ct
Read
Michelle’s grandmother wanted to bake cupcakes for the third grade. The table shows how many cupcakes there are in pans 1, 2, and 3.
Which number sentence could be used to find the number of cupcakes in 6 pans?
Number of Pans1236
Number of Cupcakes122436
![Page 50: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/50.jpg)
Synthesize
Synthesize
6 12 = N
6 12 = 72
N = 6 12
12 6 = N
12 6 = 72
N = 12 6
72 = 12 6
72 = 6 12
![Page 51: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/51.jpg)
Synthesize
Synthesize
InterventionMathematical SyntaxSentence Structure & RulesConservation of OperationsHorizontal vs. Vertical FormatGrouping Symbols
![Page 52: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/52.jpg)
Make connections•Vertical to horizontal format•Conservation of operations•Sequence of operations
Role of the teacher:
Synthesize
Synthesize
![Page 53: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/53.jpg)
$1.00Min.
![Page 54: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/54.jpg)
Form groups of 5.Roles will be randomly assigned (1 teacher, 3 students, 1 observer).
Role play each of the four steps of technical reading.
![Page 55: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/55.jpg)
What questions do you have about the process?What are the pros and cons of the process?What will you do immediately as a result of today’s meeting?
![Page 56: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/56.jpg)
![Page 57: Technical Reading Presented by Beatrice Moore Luchin NUMBERS Mathematics Professional Development abluchin@sbcglobal.net NUMBERSmpd.com](https://reader035.vdocument.in/reader035/viewer/2022062408/56649ef45503460f94c077d5/html5/thumbnails/57.jpg)
Remember, a good teacher makes you think Remember, a good teacher makes you think even when you don’t want to…even when you don’t want to…
Thank You!Thank You!