8 Math ELL Scaffolds Units 3-4.d… · Web viewDemonstrate comprehension of word problems by...

Unit Title: Transformations & the Pythagorean TheoremGrade Level: 8

Timeframe: Marking Period 3

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:8.F.4 WIDA ELDS: 3ListeningReadingWriting

Construct a function to model the linear relationship between two variables and determine the rate of change and initial value of the real world data it represents from either graphs or tabulated values.

Demonstrate comprehension of the rate of change and initial value of real world data by identifying and constructing functions that model linear relationships between two variables using a Word Wall, Charts/Posters and personal math dictionary.

VU: Function, faucet, health club membership, constant rate, fee

LFC: Embedded clauses

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Demonstrate comprehension of the rate of change and initial value of real world data by identifying the function which models the linear relationship between two variables in L1 and/or using gestures, examples and selected technical words.

Demonstrate comprehension of the rate of change and initial value of real world data by identifying the function which models the linear relationship between two variables in L1 and/or using selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of the rate of change and initial value of real world data by identifying the function which models the linear relationship between two variables using key, technical vocabulary in simple sentences.

Demonstrate comprehension of the rate of change and initial value of real world data by identifying the function which models the linear relationship between two variables using key technical vocabulary in expanded sentences.

Demonstrate comprehension of the rate of change and initial value of real world data by identifying the function which models the linear relationship between two variables using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingPersonal math dictionaryPeer CoachWord/Picture WallL1 text and/or supportExamplesCloze Sentences

Teacher ModelingPersonal math dictionaryPeer CoachWord/Picture WallL1 text and/or supportSentence Frame

Teacher ModelingCharts/PostersPeer CoachWord WallSentence Starter

Teacher ModelingCharts/Posters

Charts/Posters

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:8.EE.8WIDA ELDS:3SpeakingWriting

Solve systems of linear equations in two variables by inspection, algebraically, and/or graphically (estimate solutions) to demonstrate solutions correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Explain orally and in writing how to solve systems of linear equations in two variables by inspection, algebraically, and/or graphically (estimate solutions) to demonstrate solutions correspond to points of intersection of their graphs using Manipulatives, Charts/Posters, a Word Wall and a Math Journal.

VU: Solution, coordinate plane

LFC: Cause/effect embedded clauses



Explain orally and in writing how solutions correspond to points of intersection of their graphs in L1 and/or using gestures, examples and selected technical words in phrases.

Explain orally and in writing how solutions correspond to points of intersection of their graphs in L1 and/or using selected technical vocabulary in phrases and short sentences.

Explain orally and in writing how solutions correspond to points of intersection of their graphs using key, technical vocabulary in simple sentences.

Explain orally and in writing how solutions correspond to points of intersection of their graphs using key, technical vocabulary in expanded sentences.

Explain orally and in writing how solutions correspond to points of intersection of their graphs using technical vocabulary in complex sentences.

Learning Supports

ManipulativesMath JournalCharts/PostersWord/Picture WallL1 text and/or supportIllustrations/Illustrations/diagrams/drawings/drawings

ManipulativesMath JournalCharts/PostersWord/Picture WallL1 text and/or supportSentence Frame

ManipulativesMath JournalCharts/PostersSentence StarterWord Wall

ManipulativesMath JournalCharts/Posters

Manipulatives

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:8.G.1WIDA ELDS:3Speaking

Utilize the properties of rotation, reflection, and translation to model and relate pre-images oflines, line segments, and angles to their resultant image through physical representations and/or geometry software.

Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation using a model, software, sentence frame and/or word wall.

Note: ELLs will need direct instruction regarding the multiple meaning of “translation” and “plane”.

VU: Counterclockwise, rotation/turn, reflection/ flip, translation/slide, coordinate plane, vertexLFC: Cause and effect transitional phrases, prepositional phrasesLC: Varies by ELP level


Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation in L1 and/or use gestures, Manipulatives and selected, technical words.

Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation using key, technical vocabulary in a series of simple sentences.

Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation using key, technical vocabulary in expanded and some complex sentences.

Identify and explain orally the relationship between an image and pre-image using the properties of rotation, reflection and translation using technical vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingStudent-created dictionaryDemonstrationSmall groupWord/picture wallL1 text and/or supportManipulatives

Teacher ModelingStudent-created dictionarySmall groupWord/picture wallL1 text and/or supportSentence framesManipulatives

Teacher ModelingSmall groupSentence StarterWord wallManipulatives

Teacher ModelingSmall groupManipulatives

Teacher ModelingManipulatives

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:8.G.2WIDA ELDS:3WritingSpeaking

Apply an effective sequence of rotations, reflections, and transitions to prove that two dimensional figures are congruent.

Describe a sequence of rotation, reflections, and translations and explain in writing why the figures are congruent using a model and Manipulatives.

VU: Congruent, sequence words, coordinates, verticesLFC: Sequential transitional terms; cause/effect “so”; past tense; clauses; pluralLC: Varies by ELP level


Describe a sequence of rotation, reflections, and translations and explain why the figures are congruent in L1 and/or use drawings, pictures and selected, technical words.

Describe a sequence of rotation, reflections, and translations and explain why the figures are congruent in L1 and/or use selected, technical vocabulary in phrases and short sentences.

Describe a sequence of rotation, reflections, and translations and explain why the figures are congruent using key technical vocabulary in a series of simple sentences.

Describe a sequence of rotation, reflections, and translations and explain why the figures are congruent using key, technical vocabulary in expanded and some complex sentences.

Describe a sequence of rotation, reflections, and translations and explain why the figures are congruent using technical vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingManipulativesSmall groupWord/picture wallL1 text and/or supportPictures /illustrations

Teacher ModelingManipulativesSmall groupWord/picture wallL1 text and/or supportSentence frames

Teacher ModelingManipulativesSmall groupWord wallSentence Starter s

Teacher ModelingManipulativesSmall group

Teacher Modeling

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:8.G.3WIDA ELDS:3ListeningReading

Use the coordinate plane to locate pre-images of two-dimensional figures and determine the coordinates of a resultant image after applying dilations, rotations, reflections, and translations.

Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations using models and Charts/Posters.

After applying transformations, identify the coordinates of the resultant image using modeling and word wall.

VU: Dilations, two-dimensional; x and y axis, parallelogram, image/preimageLFC: Questions with clauses and passive voiceLC: Varies by ELP level


Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations in L1 and/or which use models and selected, technical words. After applying transformations, identify the coordinates of the resultant image.

Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations in L1 and/or which use selected, technical vocabulary in phrases and short sentences with an example. After applying transformations, identify the coordinates of the resultant image.

Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations which use key technical vocabulary in a series of simple sentences. After applying transformations, identify the coordinates of the resultant image

Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations which use key technical vocabulary in expanded and some complex sentences. After applying transformations, identify the coordinates of the resultant image.

Locate pre-images of two-dimensional figures after listening to oral descriptions and reading explanations which use technical vocabulary in multiple, complex sentences. After applying transformations, identify the coordinates of the resultant image.

Learning Supports

Teacher ModelingCharts/PostersSmall groupWord/picture wallL1 text and/or supportPictures /illustrations Multilingual Math Glossary (link to)

Teacher ModelingCharts/PostersSmall groupWord/picture wallL1 text and/or supportSentence framesMultilingual Math Glossary (link to)

Teacher ModelingCharts/PostersSmall groupWord wallMultilingual Math Glossary (link to)

Teacher ModelingCharts/PostersSmall groupMultilingual Math Glossary (link to)

Charts/PostersMultilingual Math Glossary (link to)

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:8.G.3WIDA ELDS: 3ListeningReadingWriting

Recognize dilation as a reduction or an enlargement of a figure and determine the scale factor.

Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompt using models, word wall and Charts/Posters.

VU: Not shown, quadrilateral, scale factor, transformation, label

LFC: Passive voice



Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompts in L1 and/or with gestures, pictures and selected, technical words.

Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompts in L1 and/or which use selected, technical vocabulary in phrases and short sentences.

Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompts which use key technical vocabulary in a series of simple sentences.

Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompts which use key technical vocabulary in expanded and some complex sentences.

Identify and label dilations as a reduction or enlargement and determine the scale factor after listening to oral explanations and reading the prompts which use technical vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingCharts/PostersSmall groupWord/picture wallL1 text and/or supportPictures /illustrations

Teacher ModelingCharts/PostersSmall groupWord/picture wallL1 text and/or supportSentence frames

Teacher ModelingCharts/PostersSmall groupWord wall

Teacher ModelingCharts/PostersSmall group

Charts/Posters

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:8.G.4WIDA ELDS: 3ListeningReadingWriting

Apply an effective sequence of transformations to determine similar figures in which corresponding angles are congruent and corresponding sides are proportional. Write similarity statements based on such transformations.

Follow multi-step oral and written directions using transformations and compare similar figures in writing using word wall, sentence frames and Charts/Posters.

VU: Similar, origin, justify

LFC: Passive voice, modals



Follow multi-step oral and written directions using transformations and compare similar figures in writing in L1 and/or follow one-step oral and written directions which use pictures and selected, technical vocabulary.

Follow multi-step oral and written directions using transformations and compare similar figures in writing in L1 and/or follow two-step oral and written directions use selected, technical vocabulary in phrases and short sentences.

Follow step-by-step oral and written directions using transformations and compare similar figures in writing using key technical vocabulary in simple sentences.

Follow multi-step oral and written directions using transformations and compare similar figures in writing using key technical vocabulary in expanded sentences.

Follow multi-step oral and written directions using transformations and compare similar figures in writing using technical vocabulary in complex sentences.

Learning Supports

Charts/PostersTeacher ModelingSmall groupWord/picture wallL1 text and/or supportPictures /illustrations

Charts/PostersTeacher ModelingSmall groupWord/picture wallL1 text and/or supportSentence frames

Charts/PostersTeacher ModelingSmall groupWord wall

Charts/PostersTeacher ModelingSmall group

Charts/Posters

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:8.G.5WIDA ELDS: 3SpeakingWriting

Justify facts about angles created when parallel lines are cut by a transversal.

Explain facts about angles that are created when parallel lines are cut by a transversal using phrase wall, Sentence Starters and models.

http://learnzillion.com/lessons/1237-find-the-measurements-of-vertical-and-adjacent-angles

VU: Transversal, vertical

LFC: Passive voice, cause/effect transitional phrases



Explain facts about angles that are created when parallel lines are cut by a transversal in L1 and/or use drawings and selected, technical words.

Explain facts about angles that are created when parallel lines are cut by a transversal in L1 and/or use selected, technical vocabulary in phrases and short sentences with illustrations.

Explain facts about angles that are created when parallel lines are cut by a transversal using key technical vocabulary in a series of simple sentences.

Explain facts about angles that are created when parallel lines are cut by a transversal using key technical vocabulary in expanded and some complex sentences.

Explain facts about angles that are created when parallel lines are cut by a transversal using technical vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingSmall groupWord/picture wallPhrase wallL1 text and/or supportPictures /illustrations

Teacher ModelingSmall groupWord/picture wallPhrase wallL1 text and/or supportSentence frames

Teacher ModelingSmall group Phrase wall

Teacher ModelingSmall group

Teacher Modeling

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:8.G.5WIDA ELDS:3SpeakingWriting

Justify facts about the exterior angles of a triangle, the sum of the measures of the interior angles of a triangle and the angle-angle relationship used to identify similar triangles.

Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship using demonstrations, technology, word walls, Charts/Posters and sentence frames.

http://learnzillion.com/lessons/1241-find-the-measurements-of-alternate-interior-and-alternate-exterior-angles

VU: Sum, value, measure, interior, exterior, missing

LFC: Cause and effect sentences



Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship in L1 and/or use gestures, pictures and illustrated single words.

Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship in L1 and/or use selected technical vocabulary in phrases and short sentences with illustrations.

Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship using key, technical vocabulary in simple sentences.

Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship using key, technical vocabulary in expanded sentences.

Explain facts about the exterior angle of a triangle and the sum of the measures of the interior angles. Identify similar triangles by using the angle-angle relationship using technical vocabulary in complex sentences.

Learning Supports

DemonstrationsCharts/PostersPeer/teacher supportWord/picture wallL1 text and/or supportPictures /illustrations

DemonstrationsCharts/PostersPeer/ teacher supportWord/picture wallL1 text and/or supportSentence frames

DemonstrationsCharts/PostersSmall groupWord wall

DemonstrationsCharts/PostersSmall group

DemonstrationsCharts/Posters

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:8.EE.2 WIDA ELDS: 3SpeakingReadingWriting

Evaluate square roots and cubic roots of small perfect squares and cubes respectively and use square and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p where p is a positive rational number. Identify √2 as irrational.

Demonstrate comprehension of and explain how to evaluate square and cubic roots of small perfect squares and cubes and use square and cube root symbols to represent solutions to equations using charts, think-alouds and models.

VU: Possible, value

LFC: If clauses, comparatives



Demonstrate comprehension of square and cubic roots of small perfect squares and cubes by using square and cube root symbols to represent solutions to equations in L1 and/or use gestures, examples and selected technical words.

Demonstrate comprehension of square and cubic roots of small perfect squares and cubes by using square and cube root symbols to represent solutions to equations in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of square and cubic roots of small perfect squares and cubes by using square and cube root symbols to represent solutions to equations which use key, technical vocabulary in simple sentences.

Demonstrate comprehension of square and cubic roots of small perfect squares and cubes by using square and cube root symbols to represent solutions to equations which use key technical vocabulary in expanded sentences.

Demonstrate comprehension of square and cubic roots of small perfect squares and cubes by using square and cube root symbols to represent solutions to equations which use technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingThink -aloudSmall group/ triadsWord/Picture WallL1 text and/or supportChartsCloze Sentences

Teacher ModelingThink -aloudSmall group/ triadsWord/Symbol WallL1 text and/or supportSentence FrameCharts

Teacher ModelingThink -aloudSmall group/ triadsSentence StarterWord WallCharts

Teacher ModelingSmall group/ triads

Teacher Modeling

Unit Title: Measuring, Representing our measuring, and Reading others’ representations of measuringGrade Level: 8

Timeframe: Marking Period 4

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1CCSS:8.SP.3 WIDA ELDS: 3SpeakingWriting

Use a linear equation to model real life problems then solve it by interpreting the meaning of the slope and the intercept.

Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept, using a word wall and a Math Journal.

VU: After, until, decreased

LFC: Preposition - until, after as a conjunction; embedded clauses



Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept in L1 and/or using gestures, examples and selected technical words in phrases.

Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept in L1 and/or using selected technical vocabulary in phrases and short sentences.

Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept using key, technical vocabulary in simple sentences.

Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept using key, technical vocabulary in expanded sentences.

Explain orally and in writing how to use a linear equation that models a real-life problem to solve problems and how to determine the meaning of the slope and intercept using technical vocabulary in complex sentences.

Learning Supports

Math JournalWord/symbol wallL1 text and/or supportIllustrations

Math JournalWord/symbol wallL1 text and/or supportSentence Frame

Math JournalSentence StarterWord wall

Math Journal

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:

Construct and interpret scatter plots for bivariate measurement data and identify and interpret data

Demonstrate comprehension of how to construct and interpret scatter plots for bivariate measurement data and

VU: Scatterplot, relationship, line of best fit

8.SP.18.SP.2WIDA ELDS: 3, 4ReadingWriting

patterns (clustering, outliers, positive or negative association, possible lines of best fit, and nonlinear association).

identify and interpret data patterns (clustering, outliers, positive or negative association, possible lines of best fit, and nonlinear association) using a word wall, Charts and personal math dictionary.

LFC: Cause/effect statements; present perfect



Demonstrate comprehension of real world problems by interpreting and explaining data patterns in L1 and/or using gestures, examples and selected technical words.

Demonstrate comprehension of real world problems by interpreting and explaining data patterns in L1 and/or using selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of real world problems by interpreting and explaining data patterns using key, technical vocabulary in simple sentences.

Demonstrate comprehension of real world problems by interpreting and explaining data patterns using key technical vocabulary in expanded sentences.

Demonstrate comprehension of real world problems by interpreting and explaining data patterns using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingPersonal math dictionaryPeer CoachWord/symbol wallL1 text and/or support Cloze sentences

Teacher ModelingPersonal math dictionaryPeer CoachWord/symbol wallL1 text and/or supportSentence Frame

Teacher ModelingChartsPeer CoachWord wallSentence Starter

Teacher ModelingCharts

Charts

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:

Construct frequency and relative frequency tables to analyze and describe possible associations between two

Explain orally how to construct frequency and relative frequency tables, describing possible associations between

VU: Frequency table, junior, senior, squad

8.SP.4 WIDA ELDS: 3SpeakingWriting

variables. two variables using a personal math dictionary, word wall, examples, and a Think-aloud.

LFC: Embedded clauses; comparatives



Explain orally how to construct frequency and relative frequency tables, describing possible associations between two variables and demonstrate comprehension by answering questions in L1 and/or using gestures and selected technical words.

Explain orally how to construct frequency and relative frequency tables, describing possible associations between two variables and demonstrate comprehension by answering questions in L1 and/or using selected technical vocabulary in phrases or short sentences.

Explain orally how to construct frequency and relative frequency tables, describing possible associations between two variables using key, technical vocabulary in simple sentences and demonstrate comprehension by answering questions.

Explain orally how to construct frequency and relative frequency tables, describing possible associations between two variables using key, technical vocabulary in expanded sentences and demonstrate comprehension by answering questions.

Explain orally how to construct frequency and relative frequency tables, describing possible associations between two variables using technical vocabulary in complex sentences and demonstrate comprehension by answering questions.

Learning Supports

Think-aloudPersonal math dictionaryWord/symbol wallL1 text and/or supportCloze sentences

Think-aloudPersonal math dictionaryWord/symbol wallL1 text and/or supportSentence Frame

Think-aloudSentence StarterWord wallIllustrations/diagrams/drawings

Think-aloud Think-aloud

Student Learning Objective (SLO) Language Objective Language Needed

SLO: 1CCSS:8.NS.1WIDA ELDS: 3SpeakingWriting

Compare rational and irrational numbers to demonstrate that the decimal expansion of irrational numbers do not repeat; show that every rational number has a decimal expansion which eventually repeats and convert such decimals into rational numbers.

Explain orally and in writing how to compare rational and irrational numbers using Charts, a personal math dictionary and models.

VU: Rational, irrational, classify, equivalent, indefinitelyLFC: Cause and effect transitional phrasesLC: Varies by ELP level


Explain orally and in writing the definition of a rational number in L1 and/or use gestures, examples and selected technical words.

Explain orally and in writing the definition of a rational number in L1 and/or use selected technical vocabulary in phrases and short sentences with examples.

Explain orally and in writing the definition of a rational number using key technical vocabulary in a series of simple sentences.

Explain orally and in writing the definition of a rational number using key technical vocabulary in expanded and some complex sentences.

Explain orally and in writing the definition of a rational number using technical vocabulary in multiple, complex sentences.

Learning Supports

Teacher ModelingPersonal math dictionarySmall groupWord/picture wallL1 text and/or supportCharts

Teacher ModelingPersonal math dictionarySmall groupWord/picture wallL1 text and/or supportSentence framesCharts

Teacher ModelingSmall groupSentence StarterWord wallCharts

Teacher ModelingSmall group

Teacher Modeling

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:8.NS.2WIDA ELDS: 3Reading

Use rational numbers to approximate and locate irrational numbers on a Number Line and estimate the value of expressions involving irrational numbers.

Demonstrate comprehension of how to locate irrational numbers on a Number Line using a Number Line, Charts and Partner work.

Explain how to estimate the value of an expression involving irrational numbers using word walls, Number Lines and charts.

VU: Approximately integer, best, expression, plotLFC: Understand “how many times?” -estLC: Varies by ELP level


Demonstrate comprehension of word problems in L1 by identifying irrational numbers and estimating values using examples and selected technical words.

Demonstrate comprehension of word problems in L1 by identifying irrational numbers and estimating values using examples and selected technical vocabulary.

Demonstrate comprehension of word problems by identifying irrational numbers and estimating values using key technical language.

Demonstrate comprehension of word problems by identifying irrational numbers and estimating values using some technical vocabulary.

Demonstrate comprehension of word problems by identifying irrational numbers and estimating values using technical vocabulary.

Learning Supports

Number LineChartsPartner workDemonstrationWord/picture wallL1 text and/or supportCompleted examples

Number LineChartsPartner workWord/picture wallL1 text and/or supportSentence framesExamples

Number LineChartsPartner workSentence StarterWord wall

Number LineChartsPartner work

Number LineCharts

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:8.G.9WIDA ELDS: 3ReadingListeningSpeaking

Know and apply the appropriate formula for the volume of a cone, a cylinder, or a sphere to solve real-world and mathematical problems.

Explain orally and in writing how to find the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems using a word wall, examples, and a think-aloud.

VU: Cone, volume, radius, base, cylinder/cylindrical, spherical, diameter

LFC: Negative questions (which is NOT), suffixes-icalLC: Varies by ELP level


Demonstrate comprehension of the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems which use L1 and/or use gestures and selected technical words.

Demonstrate comprehension of the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems which use L1 and/or use selected technical vocabulary in phrases or short sentences.

Demonstrate comprehension of the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems which use key, technical vocabulary in simple sentences.

Demonstrate comprehension of the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems which use key, technical vocabulary in expanded sentences.

Demonstrate comprehension of the volume of a cone, a cylinder, or a sphere by applying the appropriate formula when solving real world, mathematical problems which use technical vocabulary in complex sentences.

Learning Supports

Think -aloudPersonal math dictionaryWord/symbol wallL1 text and/or supportCloze SentencesExamples

Think -aloudPersonal math dictionaryWord/symbol wallL1 text and/or supportSentence FrameExamples

Think -aloudSentence StarterWord WallExamples

Think -aloudExamples

Think -aloud

8 Math ELL Scaffolds Units 3-4.d… · Web viewDemonstrate comprehension of word problems by...

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