1. Scaffolding Math Instruction for English Learners
Increasing Student Discourse in the Math Classroom
Presented By Dawn Sparks and Luke Matlack

2. Meet, Greet and Do Math Together
Form a group with participants who have the same color card.
Introduce yourselves to each other.
Work through the math as a group and record your work on the chart paper!

3. Goals for our time together...
Consider ways to support English Learners in Mathematics by..
Supporting Student Sense Making
Communicating Mathematical Ideas
Strengthening Mathematical Conversations

4. Mathematical Language Routines
MLR1: Stronger and Clearer Each Time
MLR2: Collect and Display
MLR3: Critique, Correct and Clarify
MLR4: Information Gap
MLR5: Co-Craft Questions and Problems
MLR6: Three Reads
MLR7: Compare and Connect
MLR8: Discussion Supports

5. Place Your Bets!!!
5 Questions- What do you know about English Language Learners in Washington State?
“Place Your Bet” – you all begin with $ You may bet any $ amount between $5 -$35 (as long as you have that $ available to you)
After everyone has placed bets and documented their answer then we will share the correct answer.
.As the game moves on they will subtract or add $ to their total).
How much money did you end with?

6. Place Your Bets….. 1,133,973 students True or False
There are more than 1 million students enrolled in school in Washington State.
1,133,973 students

7. Place Your Bets….. 132,729 English Learners A, B, C, D
22,329 Migrant Students
A, B, C, D
What percentage of the student population in Washington state is an English Learner? 6%
12%
15%
20%

8. Place Your Bets…..
A, B, C, D
The Educational Service District 105 region has 65,207 students. What is the English Learner percentage for this region? 5%
18%
26%
40%
25.7% English language learner students;
11 school districts at 32.5% to 57.7%

9. Place Your Bets…..
A, B, C, D
What percentage of students in the Educational Service District 105 region qualify for free and reduced price meals?
39%
53%
68%
83%
11 districts are 72% or higher
5 of those districts are over 90%

10. Place Your Bets….. True or False
A higher percentage of students in Washington State met the Math standards than the English Language Arts standards.
49% met standard in math vs 60 % met standard in ELA
As for our English Language Learners 13.3 % passed in ELA vs 14.5% in Math

11. Mathematical Language Routine 6: Three Reads
Students are supported in reading a situation/problem three times, each time with a different purpose:
Comprehend the Text- No numbers and noticings
Analyze the language to present mathematical structure- quantities and relationships
Brainstorm possible mathematical solutions- wonderings
Dawn

12. Three Reads…. Read One: What do you notice?
“Mark buys some clothes. A hat is on sale for some money. A pair of shoes cost ___ times as much. A jacket is ___ much as the shoes.”
Dawn

13. Read Two: Quantities and Relationships
“Mark buys some clothes. A hat is on sale for $15. A pair of shoes cost 4 times as much. A jacket is ½ much as the shoes.”
What quantities are in the story?
What relationships do you see in the story?
Dawn

14. Read Three: What questions could we answer?
“A hat is on sale for $15. A pair of shoes cost 4 times as much. A jacket is ½ much as the shoes. Mark buys one hat, two pairs of shoes and one jacket.”
What questions could you ask?
Solve ~ Show answer visually.
Dawn

15. Other Questions….
Each year Quinn plants 24 flowers in his garden. This year he planted only red and purple flowers. Quinn prefers purple, so he planted twice as many purple flowers as red flowers.
There were 10 friends reading books. There were 3 more friends reading books than playing board games.
Dawn

16. Graphic Organizer for Word Problems

17. Sample Problem: Try IT!
Adrian, Ben and Christy put their money together to buy a birthday present for their mother. They had $78.75 altogether. Ben had half as much as Christy and Adrian had 4 times as much as Ben. How much money did Christy contribute?

18. Sample Problem: Try IT!
Jose collected 425 sports cards. He had 75 more baseball cards than football cards. How many baseball cards did Jose have?

19. Multiplicative Comparison Problems:
Consider the following four questions:
There are four groups of students in a hall. There are twice as many boys as girls in each group?
In Group A there are 12 girls. How many boys are there in Group A?
In Group B, there are 12 boys. How many students are there in Group B?
In Group C, there are 12 students. How many girls are there in Group C?
In group D, there are 12 more boys than girls. How many students are in Group D?

20. Multiplicative Comparison Problems:
Consider the following four questions: A B C D

21. Considering Student Discourse…
Two students solved the following question.
The length of a rectangle is 5 times its width. The perimeter is 60 centimeters. Find the area of a the rectangle.
Jack says the answer is 125 cm squared.
Lily says the answer is 500 cm squared?
Who do you agree with and why? How could you use a tape diagram to help justify your thinking.

22. Mathematical Language Routine 1: Stronger and Clearer Each Time
Successive Pair Shares- The Gas Tank Problem
Individually consider the problem and solve.
Think about how you will share this with a partner.
Dawn
HO: GAS STATION PROBLEM
Individually consider the problem. Prewrite ideas of how you would solve/did solve the problem.
Think Time
If we want a mathematically rich classroom we need to have a signal- discuss signal words
The goal Is to clarify your own understanding. How can you make your understanding clearer after discussing with your partner? Refer back to “closing the diamond”

23. Mathematical Language Routine 1: Stronger and Clearer Each Time
Successive Pair Shares-
The Gas Tank Problem
In groups of 6 form 2 lines of 3…
Share your work with the person across from you-take turns sharing.
Ask clarifying questions.
Revoice partner’s ideas.
Shift when signaled and share with new partner.
Dawn
Elevating our own thinking a little
When you explained your work, did it become a little clearer after using language?
Students would then go back and re-write or add to their thinking
Give the example about students being “number Pluckers”

24. Mathematical Language Routine 1: Stronger and Clearer Each Time
Successive Pair Shares-
The Gas Tank Problem
Providing language scaffolds…
Level 1: Touch the first thing you did…
Level 2: What did you do first, second...
Dawn
Elevating our own thinking a little
When you explained your work, did it become a little clearer after using language?
Students would then go back and re-write or add to their thinking
Give the example about students being “number Pluckers”

25. In our session... Was there evidence of the following:
Supporting Student Sense Making
Communicating Mathematical Ideas
Strengthening Mathematical Conversations

26. Books and Resources... Favorite Math Routines that Encourage Discourse
Math For Love
Youcubed
Understanding Language: Mathematical Language Routines
Fostering Math Practices
Colorin Colorado

27. Thank You!