Math – Algebra- Unit 1 – ELL Scaffold
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Multiply fractions by whole numbers and draw visual models or create story contexts. Interpret |Demonstrate comprehension and describe orally how to multiply |VU: Expression, shade(d), model, |
|CCSS: |the product (a/b) x q as a parts of a whole partitioned into b equal parts added q times. In |fractions by whole numbers and draw visual models using verbal|partitioned |
|5.NF.4a |general, if q is a fraction c/d, then (a/b) x (c/d) = a(1/b) × c(1/d) = ac × (1/b)(1/d) = |scaffolds, drawings or models, and a word wall. | |
|WIDA ELDS: 3 |ac(1/bd) = ac/bd. |*NOTE : The items/objects used on assessments, being presented| |
|Reading | |in questions must be items the students are familiar with | |
|Speaking | |(i.e.- pizza, garden, vegetables, loaf/loaves, etc,; these | |
| | |examples were taken directly from sample assessment). | |
| | | |LFC: Passive voice |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Illustrations/diagrams/Illustrations/diagrams/dr|Illustrations/diagrams/Illustrations/diagrams/d|Illustrations/diagrams/drawings|Illustrations/diagrams/drawings|Illustrations/diagrams/drawings |
| |awings |rawings |Word Wall |Word Wall |Word Wall |
| |Word/Picture Wall |Word/Picture Wall |Sentence Starter | | |
| |Multilingual Math Glossary |Multilingual Math Glossary | | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Cognates |Cognates | | | |
| |Cloze Sentences |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Find the area of a rectangle with fractional side lengths by tiling unit |Describe or explain orally and in writing how to find the area of a rectangle|VU: Area, length, width, square units |
|CCSS: |squares and multiplying side lengths. |with fractional side lengths by tiling unit squares and multiplying side | |
|5.NF.4b | |lengths using verbal scaffolds, Manipulatives, | |
|WIDA ELDS: 3 | |Illustrations/diagrams/drawings or models, Word Wall, and the mathematics | |
|Speaking | |reference sheet. | |
|Reading | | | |
|Writing | |* NOTE: In the sample assessment, the word “outline” is used to mean create, | |
| | |draw, or shade to depict a rectangle. Although it is not specific to the | |
| | |math content, students must be exposed to the use of it before seeing it on | |
| | |an assessment. | |
| | | |LFC: The imperative, present tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |
| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Mathematics Reference Sheet |Mathematics Reference Sheet |
| |Word/Picture Wall |Word/Picture Wall |Multilingual Math Glossary | | |
| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support | | |
| |L1 text and/or support |L1 text and/or support |Cognates | | |
| |Cognates |Cognates |Mathematics Reference Sheet | | |
| |Mathematics Reference Sheet |Mathematics Reference Sheet | | | |
| |Cloze Sentences |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Explain how a product is related to the magnitude of the factors. |Explain orally and in writing how a product is related to the |VU: Product, less than, greater than, whole|
|CCSS: | |magnitude of the factors using verbal scaffolds, |number |
|5.NF.5a, | |Illustrations/diagrams/drawings, Word wall , Multilingual Math | |
|5.NF.5b | |Glossary, L1 text and/or support and Cognates. | |
|WIDA ELDS: 3 | | | |
| | | | |
| | | |LFC: Comparatives, cause/effect, |
| | | |conditional sentence |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings|Illustrations/diagrams/drawings |
| |Word/Picture Wall |Word/Picture Wall |Word Wall |Math glossary |Math glossary |
| |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary | | |
| |L1 text and/or support |L1 text and/or support |L1 text and/or support | | |
| |Cognates |Cognates |Cognates | | |
| |Cloze Sentences |Sentence Frame |Sentence Starter | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Solve real world problems involving multiplication of fractions (including mixed |Demonstrate comprehension of real world problems involving multiplication of |VU: Mixed number, diagram |
|CCSS: |numbers), using visual fraction models or equations to represent the problem. |fractions (including mixed numbers), with visual fraction models or equations | |
|5.NF.6 | |using Illustrations/diagrams/drawings, Word Wall, Multilingual Math Glossary, and | |
|WIDA ELDS: 3 | |models. | |
|Reading | | | |
|Listening | |*NOTE for SLO 4: References made to items on assessments, must be items the | |
|Writing | |students are familiar with (i.e.- recipe, baking soda, cleaning products, | |
| | |biscuits, etc; ). Also “mark” is used to mean draw, or shade to depict. Although| |
| | |it is not specific to the math content, students must be exposed to the use of it | |
| | |before seeing it on an assessment. | |
| | | |LFC: Present tense, the imperative |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |
|Supports |Word/Picture Wall |Word/Picture Wall |Word Wall |Word Wall |Word Wall |
| |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary |Cognates | |
| |L1 text and/or support |L1 text and/or support |L1 text and/or support | | |
| |Cognates |Cognates |Cognates | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 5 |Divide a unit fraction by a non-zero whole number and interpret by creating a |Describe orally and in writing how to divide a unit fraction by a non-zero whole |VU: Divide, fraction(al), equal, |
|CCSS: |story context or visual fraction model. |number and interpret by creating a story context or visual fraction model using |represent |
|5.NF.7a | |verbal scaffolds, Illustrations/diagrams/drawings, Multilingual Math Glossary, and| |
|WIDA ELDS: 3 | |a Word Wall. | |
|Speaking | | | |
|Writing | | | |
| | | |LFC: Present tense, future tense, the |
| | | |imperative |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |
|Supports |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Cognates | |
| |Word/Picture Wall |Word/Picture Wall |Multilingual Math Glossary | | |
| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support | | |
| |L1 text and/or support |L1 text and/or support |Cognates | | |
| |Cognates |Cognates |Sentence Starter | | |
| |Cloze Sentences |Sentence Frame | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 6 |Divide a whole number by a unit fraction and interpret by creating a story context or |Demonstrate comprehension of how to divide a whole number by a unit |VU: Model, represent, length, |
|CCSS: |visual fraction model. |fraction and interpret by creating a visual fraction model using |value, fraction, expression |
|5.NF.7b | |Manipulatives, Illustrations/diagrams/drawings, Word Wall, and math | |
|WIDA ELDS: 3 | |reference sheet. | |
|Reading | | | |
|Listening | |*NOTE for SLO 6: References made to items on assessments, must be items | |
| | |the students are familiar with (i.e.- sandwiches, pie, etc.). | |
| | | |LFC: Present tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports|Math reference sheet Manipulatives |Math reference sheet Manipulatives |Math reference sheet Manipulatives |Math reference sheet Manipulatives|Math reference sheet Manipulatives |
| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Word Wall | |
| |Word Wall |Word Wall |Multilingual Math Glossary |Cognates | |
| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support | | |
| |L1 text and/or support |L1 text and/or support |Cognates | | |
| |Cognates |Cognates | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 7 |Solve real world problems involving division of unit fractions by whole numbers or whole |Read, listen to and demonstrate understanding of real world problems involving|VU: Fraction, equal |
|CCSS: |numbers by unit fractions. |division of unit fractions by whole numbers or whole numbers by unit fractions| |
|5.NF.7c | |in order to solve them, using Manipulatives, Illustrations, Word Wall, | |
|WIDA ELDS: 3 | |Multilingual Math Glossary, L1 text and/or support, and Cognates. | |
|Reading |*NOTE for SLO 7: References made to items on assessments must be items the students are | | |
|Writing |familiar with (i.e.- chocolate bars, box of crayons, hiker, gallon of water, etc.). | | |
|Speaking | | | |
|Listening | | | |
| | | |LFC: Present tense, past tense |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning |Manipulatives |Manipulatives |Manipulatives |Manipulatives |Manipulatives |
|Supports |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Word Wall |Word Wall |Word Wall |
| |Word/Picture Wall |Word/Picture Wall |Multilingual Math Glossary |Multilingual Math Glossary | |
| |Multilingual Math Glossary |Multilingual Math Glossary |L1 text and/or support |Cognates | |
| |L1 text and/or support |L1 text and/or support |Cognates | | |
| |Cognates |Cognates | | | |
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