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 Developmenthttp://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 ProblemSue 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.

border

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.

border

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.

border

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.

border

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

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.

Standards for Mathematical Practices

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.

area

perimeter

multiply

array

rectangle

square

rectangle

rectilinear

compose decompose

around

tiling square unit

no overlaps no gaps

side lengths

length

width

distributive property cover

Provide Language Support

Word Sorts

Two-DShapes

Three –D 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?

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

Please don’t let student sit like Cornstalks!

DPI Contact Information

Kitty RutherfordElementary Mathematics Consultant919-807-3934kitty.rutherford@dpi.nc.gov

ESL Consultants

Glenda Harrell919-807-3866glenda.harrell@dpi.nc.gov

Johannah MaynorHigh School Mathematics Consultant919-807-3842johannah.maynor@dpi.nc.gov

Joanne Marino919-807-3861joanne.marino@dpi.nc.gov

Ivanna Mann Thrower 919-807-3860ivanna.thrower@dpi.nc.gov