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 you used to get your answer. Describe 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. •Describe your method. •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. •Describe your method. •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 • radical • 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 add up. 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. •Describe your method. •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. •Describe your method. •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 • Reading • Listening • Discussing • • • • Explaining Writing Representing Presenting When planning, ask “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. Instructional Task • 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? When thinking about 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. When thinking about 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 When thinking about 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 _______. Word Bank: sides, top, bottom, answer, add • 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 • Know your ELLs. • 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? Please don’t let student sit 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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