Transcript Preparing for Success in Algebra KICK

Preparing for Success in Algebra
English Language Learners in Mathematics
A Collaboration between:
 Los Angeles Unified School District
 University of California, San Diego
 San Diego State University
 University of California, Irvine
 San Diego Mathematics Project
LANGUAGE
Follow-Up
October 23, 2010
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Yesenia Medrano, Southeast Middle School
Teacher Commitment
Descriptions and the Language of Mathematics
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Agenda
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We will all work to:
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Learn to teach academic language and get our
instruction to “stick”
Identify activities that provide good input and
output to help students describe
Identify language challenges in the released
word problems related to geometry and
measurement
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A Quick Review of the Research

Stand up, Hand up, Pair up!
What does the research say are effective
practices for teaching English learners?
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Set 1.0 Students deepen their understanding of the
measurement of plane and solid shapes and use this
understanding to solve problems:
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6MG1.1* Understand the concept of a constant such
as π; know the formulas for the circumference and
area of a circle.
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Set 1.0 Students understand and compute the
volumes and areas of simple objects:
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6MG1.2 Know common estimates of π (3.14; 22/7) and use these
values to estimate and calculate the circumference and the area of
circles; compare with actual measurements.
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6MG1.3 Know and use the formulas for the volume of triangular
prisms and cylinders (area of base × height); compare these
formulas and explain the similarity between them and the formula
for the volume of a rectangular solid.
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Standard Set 2.0 Students identify and
describe the properties of two-dimensional
figures:
6MG2.1 Identify angles as vertical, adjacent,
complementary, or supplementary and
provide descriptions of these terms.
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Standard Set 2.0
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6MG2.1 Identify angles as vertical, adjacent, complementary,
or supplementary and provide descriptions of these terms.
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6MG2.2* Use the properties of complementary and
supplementary angles and the sum of the angles of a triangle
to solve problems involving an unknown angle.
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6MG2.3 Draw quadrilaterals and triangles from given
information about them (e.g., a quadrilateral having equal
sides but no right angles, a right isosceles triangle).
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Standard Set 2.0
 5MG2.1* Measure, identify, and draw angles,
perpendicular and parallel lines, rectangles, and
triangles by using appropriate tools (e.g., straightedge,
ruler, compass, protractor, drawing software).
 5MG2.2* Know that the sum of the angles of any
triangle is 180° and the sum of the angles of any
quadrilateral is 360° and use this information to
solve problems.
 5MG2.3 Visualize and draw two-dimensional views of
three-dimensional objects made from rectangular
solids.
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I do, we do, you do

Congruent
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Congruent
Having the same size and shape
 Refers to triangles
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Are these triangles congruent?
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Are these triangles congruent?
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What essential word explains
congruent?
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Grammar
Noun
Congruence
Adjective
Congruent
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Congruence
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We can talk about the congruence of two
triangles.
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Velcro
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Providing Input and Output
Please look at the activities in your
handout.
 Which one do you think best provides
students with input for language
development?
 Which one do you think best provides
students with output for language
development?

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What to say when you..
compare & contrast
They are similar because...
Notice how the two compare…
This is a lot like how…
Zwiers, J. (2009)
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compare
&
contrast
The two differ because one…, while the other…
On the other hand,…
We can see that …. is different from… in the area
of ______
They share the following traits:
Zwiers, J. (2009)
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Released Items – CST - Math

Let’s look at the CST items related to
geometrical shapes and measurement
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Discussion: What’s challenging?
Let’s talk about WXYZ and WXY. Let’s talk about the “figure below.”
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If Time: Reviewing and
Sharing
Website Resources
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The What Works Clearinghouse was established
in 2002 by the U.S. Department of Education's
Institute of Education Sciences to provide
educators, policymakers, researchers, and the
public with a central and trusted source of
scientific evidence of what works in education.
The What Works Clearinghouse (WWC) collects,
screens, and identifies studies of effectiveness of
educational interventions (programs, products,
practices, and policies).
http://ies.ed.gov/ncee/wwc/
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http://ies.ed.gov/ncee/wwc/Reports/Topic.aspx?tid=04
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http://www.iriscenter.com/resources.html
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http://www.centeroninstructio
n.org/
The Center on Instruction, a partnership
of five organizations, provides resources
and expertise to the Regional
Comprehensive Centers in reading,
mathematics, science, special education,
and English language learners.
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http://www.nctm.org/
NCTM is a public voice of mathematics education,
providing vision, leadership, and professional
development to support teachers in ensuring
mathematics learning of the highest quality for all
students.
Founded in 1920, NCTM is the world’s largest
mathematics education organization, with
100,000 members and 250 affiliates throughout
the United States and Canada.
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http://www.nctm.org/intervention.aspx
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National Council of Teachers of Mathematics
http://illuminations.nctm.org/
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http://nlvm.usu.edu/en/nav/index.html
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Digital Supports for Textbooks
Daily Reflection

Please take a few minutes to complete
your Reflection Form
Handout: (Reflection Form)
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