Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:G.C.2.6WIDA ELDS: 3ListeningReadingWriting

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

After listening to an oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using White Boards, Charts/Posters, Teacher Modeling and Partner work.

VU: Inscribed angles, circumscribed, tangent, radians

LFC: Wh-questions

LC: Varies by ELP level

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

After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords in L1 and/or using gestures and selected technical words.

After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using L1 and/or selected technical vocabulary in phrases and short sentences.

After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using technical vocabulary in simple sentences.

After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using key, technical vocabulary in expanded sentences.

After listening to oral explanation and reading the directions demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingWhite BoardCharts/PostersMath Journal/dictionaryDemonstrationPartner workWord/Picture WallL1 text and/or supportPictures /illustrations

White BoardCharts/PostersTeacher ModelingMath Journal/dictionaryPartner workWord/Picture WallL1 text and/or support

White BoardCharts/PostersTeacher ModelingMath Journal/dictionaryPartner work

White BoardMath journal/dictionary Partner work

White BoardMath journal/dictionary

Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:G.C.3, G.C.4 WIDA ELDS: 3ListeningReadingWriting

Prove the properties of angles for a quadrilateral inscribed in a circle and construct inscribed and circumscribed circles of a triangle, and a tangent line to a circle from a point outside a circle, using geometric tools and geometric software.

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle and a tangent line to a circle from a point outside the circle using a Charts/Posters, a Word Wall, drawings and Prompts.

VU: Inscribed, circumscribed, tangent

LFC: Mathematical statements

LC: Varies by ELP level

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

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle in L1 and/or use gestures, examples and selected technical words.

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using key technical vocabulary in simple sentences.

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using key, technical vocabulary in expanded sentences.

Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using technical vocabulary in complex sentences.

Learning Supports

Charts/PostersStudent-generated dictionaryPartially completed proofPromptsWord/Picture WallL1 text and/or supportCloze Sentences

Charts/PostersStudent-created dictionaryPartially completed proofPromptsWord/Picture WallL1 text and/or supportSentence Frame

Charts/PostersPromptsSentence StarterWord Wall

Charts/Posters Charts/Posters

Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:G.C.5 WIDA ELDS: 3SpeakingReadingWriting

Use similarity to show that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality.

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius and define radian measure of the angle as the constant of proportionality using Teacher Modeling(The word through is misspelled in the description), diagrams, Word Wall and Multilingual Math Glossary.

VU: Proportional, arc, intercept, radian measure

LFC: Cause/effect statements

LC: Varies by ELP level

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

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius in L1 and/or use drawings, examples and selected technical words.

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using key, technical vocabulary in simple sentences.

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using key, technical vocabulary in expanded and some complex sentences.

Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using technical vocabulary in complex sentences.

Learning Supports

Multilingual Math GlossaryTeacher ModelingPartner workWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences

Multilingual Math GlossaryTeacher ModelingPartner workWord/Picture WallL1 text and/or supportSentence Frame

Multilingual Math GlossaryTeacher ModelingPartner workSentence StarterWord Wall

Multilingual Math GlossaryTeacher ModelingPartner work

Multilingual Math Glossary

Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:G.GPE.1WIDA ELDS: 3ReadingSpeakingWriting

Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

Demonstrate comprehension by deriving the equation of a circle of a given center and radius using the Pythagorean Theorem, and finding the center and radius of a circle by completing the square given by an equation using Teacher Modeling, a Word Wall and Partner work.

VU: Distance formula, standard form

LFC: Explanations, passive voice

LC: Varies by ELP level

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

Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius in L1 and/or use gestures, examples and selected technical words.

Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius using key, technical vocabulary in simple sentences.

Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius the using key technical vocabulary in expanded sentences.

Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingDemonstrationPartner workWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences

Teacher ModelingPartner workWord/Picture WallL1 text and/or supportSentence Frame

Teacher ModelingPartner workSentence StarterWord Wall

Teacher ModelingPartner work

Teacher ModelingPartner work

Geometry – Unit 4 – ELL Scaffold

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

Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g. find the equation of a line parallel or perpendicular to a given line that passes through a given point.)

Explain orally and in writing the proof of the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using a Math Journal, Teacher Modeling and a Template.

VU: Complementary, congruent

LFC: Mathematical sentences, cause/effect

LC: Varies by ELP level

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

Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems in L1 and/or use gestures, examples and selected technical words.

Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems in L1 and/or use selected technical vocabulary in phrases and short sentences.

Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using key technical vocabulary in simple sentences.

Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using key, technical vocabulary in expanded and some complex sentences.

Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingDemonstrationTemplateMath JournalSmall groupWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences

Teacher ModelingTemplateMath JournalSmall groupWord/Picture WallL1 text and/or supportSentence Frame

Teacher ModelingTemplateMath JournalSmall group Sentence StarterWord Wall

Teacher ModelingSmall group

Teacher Modeling

Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:G.CO.11 WIDA ELDS: 3Listening ReadingWriting

Construct formal proofs using theorems, postulates, and definitions involving parallelograms. *

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using Multilingual Math Glossary, Visuals, Teacher Modeling and Partner work.

VU: Proofs, theorems, postulates,

LFC: Mathematical statements, cause/effect

LC: Varies by ELP level

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

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using L1 and/or with gestures, examples and selected technical words.

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using L1 and/or with selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using key, technical vocabulary in simple sentences.

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using key, technical vocabulary in expanded complex sentences.

Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingMath JournalDemonstrationMultilingual Math GlossaryVisualsWord/Picture WallL1 text and/or supportPictures /illustrations

Teacher ModelingMath JournalMultilingual Math GlossaryVisualsWord/Picture WallL1 text and/or supportSentence Frame

Teacher ModelingMath JournalWord WallMultilingual Math GlossaryVisuals

Teacher ModelingMath Journal

Teacher ModelingMath Journal

Geometry – Unit 4 – ELL Scaffold

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:G.GPE.4 WIDA ELDS: 3ListeningReadingWriting

Use coordinates to prove simple geometric theorems algebraically.

Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using a Teacher Modeling, Charts/Posters and Partner work.

VU: Theorems, rhombus, parallelogram, quadrilateral

LFC: Embedded clauses

LC: Varies by ELP level

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

Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process in L1 and/or use gestures, examples and selected technical words.

Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using key vocabulary in simple sentences.

Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of how to coordinates to prove simple geometric theorems algebraically by explaining the process using technical vocabulary in complex sentences.

Learning Supports

Teacher ModelingMath JournalDemonstrationCharts/PostersWord/Picture WallL1 text and/or supportPictures /illustrations

Teacher ModelingMath JournalCharts/PostersWord/Picture WallL1 text and/or supportSentence Frame

Teacher ModelingMath JournalCharts/PostersSentence StarterWord Wall

Teacher ModelingMath JournalCharts/Posters

Teacher Modeling

Geometry – Unit 4 – ELL Scaffold

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

Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using the distance formulas using Multilingual Math Glossary, Math Journal, Word Wall and Visuals.

VU: Heron’s formula, distance formula, semiperimeter

LFC: Cause/effect

LC: Varies by ELP level

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

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles in L1 and/or use gestures, examples and selected technical words.

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles in L1 and/or use selected technical vocabulary in phrases and short sentences.

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using key vocabulary in simple sentences.

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using key, technical vocabulary in expanded sentences.

Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using technical vocabulary in complex sentences.

Learning Supports

Multilingual Math GlossaryMath JournalDemonstrationWord/Picture WallL1 text and/or supportPictures /illustrations Visuals

Multilingual Math GlossaryMath JournalWord/Picture WallL1 text and/or supportSentence FrameVisuals

Multilingual Math GlossaryMath JournalSentence StarterWord WallVisuals

Multilingual Math GlossaryMath Journal

Math Journal