```Connecting
CCSSM and WIDA for ELLs
Department of Public Instruction
Mathematics and ESL Consultants
North Carolina Standards
• Common Core State Standards for Mathematics
http://corestandards.org/
• English Language Development
http://www.ncpublicschools.org/curriculum/esl/scos/
Standard 3: English language learners
communicate information, ideas and concepts
necessary for academic success in the content
area of Mathematics.
Our teachers come to class,
And they talk and they talk,
Til their faces are like peaches,
We don’t;
We just sit like cornstalks.
Cazden, 1976, p. 64
The Border Problem
Sue is tiling a 10 by 10 patio. She wants
darker tiles around the border. How many
1 by 1 tiles will be in the patio when it’s a
finished product? How many tiles will she
need for the border? Show the arithmetic
and explain why your method makes
sense. Use algebraic expressions to write
a rule for each method.
Sue is tiling a 10 by 10 patio. She wants darker tiles
around the border.
•How many 1 by 1 tiles will be in the patio when it’s a
finished product?
•How many tiles will she need for the border?
•Show the arithmetic you used to solve the problem.
•Explain why your method makes sense.
•Use algebraic expressions to write a rule for each
method.
Sue is tiling a 10 by 10 patio. She wants darker tiles
around the border.
•How many 1 by 1 tiles will be in the patio when it’s a
finished product?
•How many tiles will she need for the border?
•Show the arithmetic you used to solve the problem.
•Explain why your method makes sense.
•Use algebraic expressions to write a rule for each
method.
Polysemous Words
Polysemous Words
• rule
• table
• border
• prime
• round
• expression
• show
• power
• compose
• face
• leg
• left
• product
Idioms, Collocations, Phrasal Clusters
•
•
•
•
•
•
•
how many
make sense
make good
make do
figure out
cross out
take apart
• a dime a
dozen
• ballpark
figure
• the whole
nine yards
• That doesn’t
Teach Cognates
problem
problema
observations
observaciones
classification
clasificación
predictions
predicciónes
evaluate
evaluar
equal
igual
Almost 40,000 Cognates!
Sue is tiling a 10 by 10 patio. She wants darker tiles
around the border.
•How many 1 by 1 tiles are in the completed patio?
•How many tiles are in the border?
•Show the arithmetic you used to solve the problem.
•Explain why your method makes sense.
•Write an algebraic expression for each method.
Sue is tiling a 10 by 10 patio. She wants darker tiles
around the border.
•How many 1 by 1 tiles will be in the patio when it’s a
finished product?
•How many tiles will she need for the border?
•Show the arithmetic you used to solve the problem.
•Explain why your method makes sense.
•Use algebraic expressions to write a rule for each
method.
The Border Problem
Possible Methods to Solve the Border Problem:
1. 10 + 9 + 9 + 8 = 36
2. 9 x 4 = 36
3. 100 - 64 = 36
The Border Problem
The Border Problem
Performance Strategies for ELLs
• Listening
• Discussing
•
•
•
•
Explaining
Writing
Representing
Presenting
“What task can I give that will
build student
understanding?”
rather than
“How can I explain clearly so
they will understand?”
Grayson Wheatley, NCCTM, 2002
Standards for Mathematical Practices
1. Make sense of problems and persevere in solving
them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the
reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated
reasoning.
What is the
area and
perimeter of
this shape?
How do you
know?
Make sense of
problems and
persevere in solving
them.
• With a partner, use color tiles.
• What rectangles can be made with a
perimeter of 30 units? Which rectangle
gives you the greatest area? How do you
know?
• What do you notice about the relationship
between area and perimeter?
Compared to….
5
10
What is the area of this rectangle?
What is the perimeter of this
rectangle?
the concept of area
and perimeter what
mathematical terms
come to mind?
In two minutes list all
terms you can think of
in the center box.
the concept of area
and perimeter what
mathematical terms
come to mind?
In two minutes list all
terms you can think of
in the center box.
area
perimeter
multiply
array
the concept of area
and perimeter what
mathematical terms
come to mind?
In two minutes list all
terms you can think of
in the center box.
rectangle
tiling
square unit
square
area
no overlaps
rectangle
perimeter
rectilinear
multiply
side lengths
compose
array
length
decompose
no gaps
width
distributive property
around
cover
Provide Language Support
Word Sorts
Two-D
Three –D
Shapes
Shapes
circle
cylinder
square
sphere
rectangle
cube
Sentence Starters
• The thought process I used in solving this
problem was ....
• The method I used to find a solution to the
problem was ...
• To check my answer I ...
• Another method I could use to solve this
problem would be to ..
Sentence Frames
• Take the b______ and the t______ .
_____ them. Then add the ______. Now
you have the _______.
• To find the _________ of this shape, you
must _______ the lengths of each ______.
• Provide structured opportunities for
students to use the language of math.
http://txcc.sedl.org/resources/mell/index.html
• Reference the ELD Standards and its
resources. http://www.wida.us/
http://www.ncdpi.wikispaces.net
Archived Webinars
This webinar will be archived on the ESL
website
http://esl.ncwiseowl.org/resources/webinars/
What Questions
Do You Have?
like Cornstalks!
Our teachers come to class,
And they talk and they talk,
Til their faces are like peaches,
We don’t;
We just sit like cornstalks.
Cazden, 1976, p. 64
DPI Contact Information
Kitty Rutherford
Elementary Mathematics
Consultant
919-807-3934
kitty.rutherford@dpi.nc.gov
ESL Consultants
Johannah Maynor
High School Mathematics
Consultant
919-807-3842
johannah.maynor@dpi.nc.gov
Joanne Marino
919-807-3861
joanne.marino@dpi.nc.gov
Glenda Harrell
919-807-3866
glenda.harrell@dpi.nc.gov
Ivanna Mann Thrower
919-807-3860
ivanna.thrower@dpi.nc.gov
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