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The material explains how students benefit when they use higher-order thinking skills, helping knowledge last longer and transfer to solving new problems. It outlines a three-stage reading process—first read for understanding, second read to identify a problem-solving process, and third read to solve and check reasonableness—followed by guidance for developing vocabulary using tiered and structured models like the Frayer approach.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-and-reasoning-in-mathematics-steps-to-success-two-essential-strategies-reading-and-reasoning-process/265454/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-and-reasoning-in-mathematics-steps-to-success-two-essential-strategies-reading-and-reasoning-process/265454.png","ImageObject",300,407,{"name":92,"@type":93},"Himbo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the two essential strategies for helping students learn how to learn in mathematics?","Question",{"text":113,"@type":114},"Modeling helps students learn by showing approaches to problem solving, while scaffolding lets students practice with diminishing support to build confidence and competence.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are the steps of the reading and reasoning process?",{"text":118,"@type":114},"First read for understanding, second read to identify a problem-solving process, and third read to solve the problem and check for reasonableness.",{"name":120,"@type":111,"acceptedAnswer":121},"How does using higher-order thinking skills benefit students?",{"text":122,"@type":114},"It helps students retain knowledge longer and makes that knowledge more easily transferable to solving new problems.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},265454,1789395931,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","Reading and Reasoning in Mathematics  \nSteps to Success  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \n\"Mathematics is no more computation than literature is typing. \"  \n— John Allan Paulos, Ph. D. Temple University  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nTwo Essential Strategies  \nHelping students learn how to learn is critical to aiding the development of higher-order thinking skills  \n• Modeling is one way to teach students how to learn  \n• Scaffolding allows students to practice with diminishing support—to build confidence and competence  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nThe Payoff for Students  \n• When higher-order thinking skills are used, students carry the knowledge longer.  \n• Knowledge gained from higher-order thinking processes is more easily transferrable…and that knowledge becomes accessible for solving new problems.  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nReading and Reasoning Process  \n\n|  | First Read: Read for Understanding |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n\n|  | Second Read: Identify a ProblemSolving Process |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n\n|  | Third Read: Solve the Problem and Check for Reasonableness |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\nMiller, P. and Koesling, D.“Mathematics Teaching for Understanding: Reasoning, Reading, and Formative Assessment. Danvers, MA  \n[6](6 GEDtestingservice.com)[ GEDtestingservice.com](6 GEDtestingservice.com) • GED.com Workbook p. 1  \nFirst Read: Read for Understanding  \n• Read through the problem aloud – noting your reactions to what you’re reading.  \n• What vocabulary do you not know?  \n• What’s the real-world context of the problem?  \n• Is there a picture that can help you visualize the problem?  \n• What questions are being asked?  \nMiller, P. and Koesling, D.“Mathematics Teaching for Understanding: Reasoning, Reading, and Formative Assessment.” Danvers, MA  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nFirst Read: Read for Understanding  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nWorkbook p. 2  \nTiered Vocabulary  \nWorkbook p. 3  \n\n| A | bsolute value | A | dditive inverse |  | Algorithm |  |\n| --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  |  |  |\n| At | tribute | C | onstant |  | Distance formula |  |\n|  |  |  |  |  |  |  |\n| E | xponent | F | unction |  | Dependent variable |  |\n|  |  |  | vocabu | l | ary |  |\n| In | dependent variable f | o | indear text | s | , Numerical expression |  |\n|  |  |  |  |  |  |  |\n| Pr | ofit | P | roperty |  | Proportional gain |  |\n|  | w |  | s stud\u003Cbr>|  | nts\u003Cbr>|  |\n| R |  |  | , |  |  |  |\n|  | ate of change le | aSr | tnregy |  | Value |  |\n\nord e  \nBuilding Vocabulary  \n\n| Definition (In Own Words)\u003Cbr>Wor | Characteristics or Facts |\n| --- | --- |\n| Sym\u003Cbr>Examples | bol\u003Cbr>Non-Examples |\n\nd or  \nFrayer Model –(Barton and Heidema, 2002)  \n[GEDtestingservice.com](GEDtestingservice.com) • [GED.com](GED.com)  \nWorkbook p. 4","cbCaib19KiGnRTXE","https://ap.wps.com/l/cbCaib19KiGnRTXE","pdf",1194826,41,"English","# Steps to Success\n## Two Essential Strategies\n## The Payoff for Students\n## Reading and Reasoning Process\n## Building Vocabulary","[{\"question\":\"What are the two essential strategies for helping students learn how to learn in mathematics?\",\"answer\":\"Modeling helps students learn by showing approaches to problem solving, while scaffolding lets students practice with diminishing support to build confidence and competence.\"},{\"question\":\"What are the steps of the reading and reasoning process?\",\"answer\":\"First read for understanding, second read to identify a problem-solving process, and third read to solve the problem and check for reasonableness.\"},{\"question\":\"How does using higher-order thinking skills benefit students?\",\"answer\":\"It helps students retain knowledge longer and makes that knowledge more easily transferable to solving new problems.\"}]","Reading and Reasoning in Mathematics - Steps to Success - Two Essential Strategies - Reading and Reasoning Process | PDF",103]