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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. Welcome. - PowerPoint PPT Presentation
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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
Preparing for Success in Algebra English Language Learners in Mathematics
Slide 2
Welcome
California Mathematics and Science Partnership (CaMSP)
Academic Year Follow Up Session # 4
May 22nd, 2010
Objective: Pattern Recognition
Slide 3
CA Standards
6 AF 3.0 Students investigate geometric patterns and describe them algebraically.
7 AF 3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the ratio of the quantities.
Slide 4
Pattern Block Trains
# of Shapes
Perimeter
1 52
11
1
Slide 5
Pattern Block Trains
# of Shapes
Perimeter
1 5
2 8
2 1
1
1
1
2
Slide 6
Pattern Block Trains
# of Shapes
Perimeter
1 5
2 8
3 11
2 1
1
1 12
2
1
Slide 7
Pattern Block Trains
# of Shapes
Perimeter
1 5
2 8
3 11
4 14
2 1
1
1 12
2
1
1
2
Slide 8
Pattern Block Trains
# of Shapes
Perimeter
0
1 5
2 8
3 11
4 14
+3
+3
+3
+1
+1
+1
ConstantChange
2 1
1
1 12
2
1
1
2
Slide 9
Pattern Block Trains
# of Shapes
Perimeter
0 2
1 5
2 8
3 11
4 14
+3
+3
+3
+1
+1
+1
ConstantChange
2 1
1
1 12
2
1
1
2
Slide 10
Graph of Pattern
1 Number of Shapes
PERIMETER
1
Slide 11
What is the general rule?
# of Shapes
Perimeter
0 2
1 5
2 8
3 11
4 14
n ?Number of Shapes
PERIMETER
1
1
Slide 12
The general rule is P = _______n + ______. (Constant Change) ( P for figure #0)
# of Shapes
Perimeter
0 2
1 5
2 8
3 11
4 14
n ?Number of Shapes
PERIMETER
1
1
Slide 13
Pattern Block Trains
Find the perimeter of trains as each block is added
Get into groups of 4 and choose a pattern
Slide 14
Collaborative Poster Template
Copy your shape trainsCreate each of the 4 shapesFind the perimeter of each shape and fill
out the tableCreate the graph using the perimeter
and figure #Complete the sentence frame
Slide 15
Strategy Stop
Collaborative Poster Access Strategy: Cooperative Learning Scaffold: Bridging, Text Re-presentation, Schema Building Language Domains: Writing and Listening& Speaking Description: Students work in groups of four, each with a different
colored marker. Students work together to strike a balance in solving the task while learning from each other and discussing the content.
Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development,
practice writing, and deepens understanding concepts and procedures.
Slide 16
Debrief use of Pattern Recognition through the use of Collaborative Posters
• What structures are necessary in order to ensure a successful lesson when working with this strategy?
•What skills and knowledge do students need to be successful in creating the table, graph, sentence frame
• What classroom management procedures need to be in place?
•How does this strategy evoke the use of language?
•How did this strategy provide access to the mathematical concept?
Slide 17
Evaluation
Please give feedback in the box labeled,
“Comments about Pedagogy Session”
in your Follow Up #4 Evaluation form.
Slide 18
Thank You!!
Esmeralda Orozco– Esmeralda.orozco @suhsd.k12.ca.us
Nury Arrivillaga– Nury.Arrivillaga @lausd.net
Slide 19
Teacher Instructions:All students independently complete both mathematical tasks or
problems. Student pairs are formed.Target vocabulary words are written on the MS chart in the left column.
For lower grades, the teacher can fill in the words. The two students write their names across the top. One student explains
half of the completed task or a given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used.
The other student then takes a turn doing the same.
Mathematically Speaking Activity
Slide 20
Appointment Book
Teacher Instructions:Students make appointments with different classmates. Teacher signals and announces first appointment.The students pair up (find their appointment classmate)
and together they solve the problem on the board/overhead/document camera.
The teacher signals and announces next appointment. Cycle continues until all/most appointments are filled. Closure: Students complete sentence frames at the
bottom of their handout.
Slide 21
Strategy Stop
QUICK Write Strategy: Springboard for Instructional Conversations Scaffolds: Bridging and Contextualization Language Domains: Writing and Reading Description: Students give quick reaction to prompt presented. Goal
is to capture feelings or meaning to the person not linguistic correctness.
Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language Development
Slide 22
Strategy Stop
3 Step Interview Access Strategy: Instructional Conversations Scaffolds: Bridging, Modeling, Schema-Building Language Domains: Listening, Speaking, Reading Description: Students share to A/B partners. Then each share their
partner’s thoughts/responses to the rest of the table/group. Affect: Supports low-risk learning environment Interaction / Practice: High accountability (peers); practice with
language development
Slide 23
Strategy Stop
Mind Mirror Strategy: Advanced Graphic Organizer Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking and Writing Description: Students tie ideas together in a graphic by giving simple quotes
from the text to synthesis of ideas. Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.
Slide 24
Strategy Stop
Hand Up, Stand Up, Pair Up (Kagan Strategy) Strategy: Instructional Conversations Scaffolds: Bridging, Contextualization, Schema Building Language Domains: Listening, Speaking Description: Students stand up after thinking about a question or
having had a prompt to answer/think about, put their hand up and “high 5” someone to pair up. Now they discuss their answer to a certain prompt or problem
Affect: Supports learning environment with accountability Interaction / Practice: All must participate and practice oral language.
Slide 25
Strategy Stop
A-Z Review Access Strategy: Cooperative learning Scaffold: Metacognition Language Domains: Writing &Listening and Speaking Description: It is a review strategy. Students think of a
word related to a certain topic, one or more for each letter of the alphabet.
Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language
Development, practice writing, and orally presenting
Slide 26
Strategy StopMathematically Speaking: Access Strategy: Instructional Conversations Scaffold: Schema-Building,Meta-Cognition Language Domains: Listening and Speaking Description: Students solve 2 different problems or half
of a task. They take turns explaining their half of the completed task or given problem to the other student as he or she tallies on the chart each time a target word is used in the explanation. Students keep talking until all target words have been used.
Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language
Development, practice speaking and listening, and orally presenting
MATH!!!!
Slide 27
Strategy Stop
3 x 3 Sentence Builders Access Strategy: Academic Language Scaffold: Contextualization, Text Representation Language Domains: Writing Description: Picking 4(2 x2) or 9 (3x3) words from
vocabulary list students put them in boxes and create sentences with words that go across horizontally, vertically and diagonally.
Affect: Supports low-risk learning environment Interaction / Practice: Facilitation of Language
Development, practice writing, and understanding interrelation between concepts and terms.