Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:G.C.2.6WIDA ELDS: 3ListeningReadingWriting
Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
After listening to an oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using White Boards, Charts/Posters, Teacher Modeling and Partner work.
VU: Inscribed angles, circumscribed, tangent, radians
LFC: Wh-questions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords in L1 and/or using gestures and selected technical words.
After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using L1 and/or selected technical vocabulary in phrases and short sentences.
After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using technical vocabulary in simple sentences.
After listening to oral explanation and reading the directions, demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using key, technical vocabulary in expanded sentences.
After listening to oral explanation and reading the directions demonstrate comprehension by identifying and describing relationships among inscribed angles, radii and chords using technical vocabulary in complex sentences.
Learning Supports
Teacher ModelingWhite BoardCharts/PostersMath Journal/dictionaryDemonstrationPartner workWord/Picture WallL1 text and/or supportPictures /illustrations
White BoardCharts/PostersTeacher ModelingMath Journal/dictionaryPartner workWord/Picture WallL1 text and/or support
White BoardCharts/PostersTeacher ModelingMath Journal/dictionaryPartner work
White BoardMath journal/dictionary Partner work
White BoardMath journal/dictionary
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:G.C.3, G.C.4 WIDA ELDS: 3ListeningReadingWriting
Prove the properties of angles for a quadrilateral inscribed in a circle and construct inscribed and circumscribed circles of a triangle, and a tangent line to a circle from a point outside a circle, using geometric tools and geometric software.
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle and a tangent line to a circle from a point outside the circle using a Charts/Posters, a Word Wall, drawings and Prompts.
VU: Inscribed, circumscribed, tangent
LFC: Mathematical statements
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle in L1 and/or use gestures, examples and selected technical words.
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle in L1 and/or use selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using key technical vocabulary in simple sentences.
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using key, technical vocabulary in expanded sentences.
Demonstrate comprehension by proving the properties of angles for a quadrilateral inscribed in a circle and constructing inscribed and circumscribed circles of a triangle using technical vocabulary in complex sentences.
Learning Supports
Charts/PostersStudent-generated dictionaryPartially completed proofPromptsWord/Picture WallL1 text and/or supportCloze Sentences
Charts/PostersStudent-created dictionaryPartially completed proofPromptsWord/Picture WallL1 text and/or supportSentence Frame
Charts/PostersPromptsSentence StarterWord Wall
Charts/Posters Charts/Posters
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:G.C.5 WIDA ELDS: 3SpeakingReadingWriting
Use similarity to show that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality.
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius and define radian measure of the angle as the constant of proportionality using Teacher Modeling(The word through is misspelled in the description), diagrams, Word Wall and Multilingual Math Glossary.
VU: Proportional, arc, intercept, radian measure
LFC: Cause/effect statements
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius in L1 and/or use drawings, examples and selected technical words.
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius in L1 and/or use selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using key, technical vocabulary in simple sentences.
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using key, technical vocabulary in expanded and some complex sentences.
Demonstrate comprehension by using similarity to show and explain that the length of the arc intercepted by an angle is proportional to the radius using technical vocabulary in complex sentences.
Learning Supports
Multilingual Math GlossaryTeacher ModelingPartner workWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences
Multilingual Math GlossaryTeacher ModelingPartner workWord/Picture WallL1 text and/or supportSentence Frame
Multilingual Math GlossaryTeacher ModelingPartner workSentence StarterWord Wall
Multilingual Math GlossaryTeacher ModelingPartner work
Multilingual Math Glossary
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:G.GPE.1WIDA ELDS: 3ReadingSpeakingWriting
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
Demonstrate comprehension by deriving the equation of a circle of a given center and radius using the Pythagorean Theorem, and finding the center and radius of a circle by completing the square given by an equation using Teacher Modeling, a Word Wall and Partner work.
VU: Distance formula, standard form
LFC: Explanations, passive voice
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius in L1 and/or use gestures, examples and selected technical words.
Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius in L1 and/or use selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius using key, technical vocabulary in simple sentences.
Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius the using key technical vocabulary in expanded sentences.
Demonstrate comprehension of the Pythagorean Theorem, by deriving and explaining the equation of a circle of given center and radius using technical vocabulary in complex sentences.
Learning Supports
Teacher ModelingDemonstrationPartner workWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences
Teacher ModelingPartner workWord/Picture WallL1 text and/or supportSentence Frame
Teacher ModelingPartner workSentence StarterWord Wall
Teacher ModelingPartner work
Teacher ModelingPartner work
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:G.GPE.5 WIDA ELDS: 3SpeakingWriting
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g. find the equation of a line parallel or perpendicular to a given line that passes through a given point.)
Explain orally and in writing the proof of the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using a Math Journal, Teacher Modeling and a Template.
VU: Complementary, congruent
LFC: Mathematical sentences, cause/effect
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems in L1 and/or use gestures, examples and selected technical words.
Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems in L1 and/or use selected technical vocabulary in phrases and short sentences.
Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using key technical vocabulary in simple sentences.
Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using key, technical vocabulary in expanded and some complex sentences.
Explain orally and in writing the slope criteria for parallel and perpendicular lines and use criteria to solve geometric problems using technical vocabulary in complex sentences.
Learning Supports
Teacher ModelingDemonstrationTemplateMath JournalSmall groupWord/Picture WallL1 text and/or supportPictures /illustrations Cloze Sentences
Teacher ModelingTemplateMath JournalSmall groupWord/Picture WallL1 text and/or supportSentence Frame
Teacher ModelingTemplateMath JournalSmall group Sentence StarterWord Wall
Teacher ModelingSmall group
Teacher Modeling
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:G.CO.11 WIDA ELDS: 3Listening ReadingWriting
Construct formal proofs using theorems, postulates, and definitions involving parallelograms. *
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using Multilingual Math Glossary, Visuals, Teacher Modeling and Partner work.
VU: Proofs, theorems, postulates,
LFC: Mathematical statements, cause/effect
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using L1 and/or with gestures, examples and selected technical words.
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using L1 and/or with selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using key, technical vocabulary in simple sentences.
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using key, technical vocabulary in expanded complex sentences.
Demonstrate comprehension by constructing formal proofs using theorems, postulated and definitions involving parallelograms using technical vocabulary in complex sentences.
Learning Supports
Teacher ModelingMath JournalDemonstrationMultilingual Math GlossaryVisualsWord/Picture WallL1 text and/or supportPictures /illustrations
Teacher ModelingMath JournalMultilingual Math GlossaryVisualsWord/Picture WallL1 text and/or supportSentence Frame
Teacher ModelingMath JournalWord WallMultilingual Math GlossaryVisuals
Teacher ModelingMath Journal
Teacher ModelingMath Journal
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:G.GPE.4 WIDA ELDS: 3ListeningReadingWriting
Use coordinates to prove simple geometric theorems algebraically.
Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using a Teacher Modeling, Charts/Posters and Partner work.
VU: Theorems, rhombus, parallelogram, quadrilateral
LFC: Embedded clauses
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process in L1 and/or use gestures, examples and selected technical words.
Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process in L1 and/or use selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using key vocabulary in simple sentences.
Demonstrate comprehension of how to use coordinates to prove simple geometric theorems algebraically by explaining the process using key, technical vocabulary in expanded sentences.
Demonstrate comprehension of how to coordinates to prove simple geometric theorems algebraically by explaining the process using technical vocabulary in complex sentences.
Learning Supports
Teacher ModelingMath JournalDemonstrationCharts/PostersWord/Picture WallL1 text and/or supportPictures /illustrations
Teacher ModelingMath JournalCharts/PostersWord/Picture WallL1 text and/or supportSentence Frame
Teacher ModelingMath JournalCharts/PostersSentence StarterWord Wall
Teacher ModelingMath JournalCharts/Posters
Teacher Modeling
Geometry – Unit 4 – ELL Scaffold
Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS:G.GPE.7 WIDA ELDS: 3ListeningReading
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.★
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using the distance formulas using Multilingual Math Glossary, Math Journal, Word Wall and Visuals.
VU: Heron’s formula, distance formula, semiperimeter
LFC: Cause/effect
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles in L1 and/or use gestures, examples and selected technical words.
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles in L1 and/or use selected technical vocabulary in phrases and short sentences.
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using key vocabulary in simple sentences.
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using key, technical vocabulary in expanded sentences.
Demonstrate comprehension of area and perimeter problems by computing perimeters of polygons and areas of triangles and rectangles using technical vocabulary in complex sentences.
Learning Supports
Multilingual Math GlossaryMath JournalDemonstrationWord/Picture WallL1 text and/or supportPictures /illustrations Visuals
Multilingual Math GlossaryMath JournalWord/Picture WallL1 text and/or supportSentence FrameVisuals
Multilingual Math GlossaryMath JournalSentence StarterWord WallVisuals
Multilingual Math GlossaryMath Journal
Math Journal