Math - Grade 8 - Unit 2 - ELL Scaffold



| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 1 |Compare rational and irrational numbers to demonstrate that the decimal |Explain orally and in writing how to compare rational and irrational numbers using|VU: Rational, irrational, classify, |

|CCSS: |expansion of irrational numbers do not repeat; show that every rational number|Charts, a personal math dictionary and models. |equivalent, indefinitely |

|8.NS.1 |has a decimal expansion which eventually repeats and convert such decimals | | |

|WIDA ELDS: 3 |into rational numbers. | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Cause and effect transitional |

| | | |phrases |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |

| |Personal math dictionary |Personal math dictionary |Small group |Small group | |

| |Small group |Small group |Sentence Starter | | |

| |Word/picture wall |Word/picture wall |Word wall | | |

| |L1 text and/or support |L1 text and/or support |Charts | | |

| |Charts |Sentence frames | | | |

| | |Charts | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 2 |Use rational numbers to approximate and locate irrational numbers on a Number |Demonstrate comprehension of how to locate irrational numbers on a Number Line |VU: Approximately integer, best, |

|CCSS: |Line and estimate the value of expressions involving irrational numbers. |using a Number Line, Charts and Partner work. |expression, plot |

|8.NS.2 | |Explain how to estimate the value of an expression involving irrational numbers | |

|WIDA ELDS: 3 | |using word walls, Number Lines and charts. | |

|Reading | | | |

| | | |LFC: Understand “how many times?” -est |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Number Line |Number Line |Number Line |Number Line |Number Line |

| |Charts |Charts |Charts |Charts |Charts |

| |Partner work |Partner work |Partner work |Partner work | |

| |Demonstration |Word/picture wall |Sentence Starter | | |

| |Word/picture wall |L1 text and/or support |Word wall | | |

| |L1 text and/or support |Sentence frames | | | |

| |Completed examples |Examples | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 3 |Apply the properties of integer exponents to simplify and write equivalent |Write an expression involving integer exponents in simplest form after listening |VU: Equivalent, exponents, simplify |

|CCSS: |numerical expressions. |to an oral description of the expression using a Charts and a Partner work. | |

|8.EE.1 | |Identify the answer after reading the question using a word wall and Charts | |

|WIDA ELDS: 3 | | | |

|Listening | | | |

|Reading | | | |

|Writing | | | |

| | | |LFC: Understand math questions |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Charts |

| |Student-created dictionary |Student-created dictionary |Charts |Partner work | |

| |Partner work |Partner work |Partner work | | |

| |Word/picture wall |Word/picture wall |Sentence Starter | | |

| |L1 text and/or support |L1 text and/or support |Word wall | | |

| |Pictures/illustrations |Sentence frames | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 4 |Use scientific notation to estimate and express the values of very large or |Explain orally and in writing how to use scientific notation express and estimate |VU: Scientific notation, wavelength, |

|CCSS: |very small numbers and compare their values (how many times larger/smaller is |the value of very large and very small numbers with the support of a Charts, a |average, mass, proton, electron |

|8.EE.3 |one than the other). |word wall and personal math dictionary. | |

|WIDA ELDS: 3, 4 | | | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Comparatives, past tense |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |

| |Charts |Charts |Charts |Personal math dictionary |Personal math dictionary |

| |Personal math dictionary |Personal math dictionary |Personal math dictionary |Charts | |

| |Small group |Word/picture wall |Sentence Starter | | |

| |Word/picture wall |L1 text and/or support |Word wall | | |

| |L1 text and/or support |Sentence frames | | | |

| |Pictures/illustrations | | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 5 |Perform operations using numbers expressed in scientific notation, including |Explain orally and in writing hoe to perform operations on numbers expressed in |VU: Vehicles, show, quotient |

|CCSS: |problems where both decimals and scientific notation are used (interpret |scientific notations. Interpret scientific notation generated by technology using | |

|8.EE.4 |scientific notation generated when technology has been used for calculations).|a word wall, Charts and personal math dictionary. | |

|WIDA ELDS: 3, 4 | | | |

|Listening | | | |

|writing | | | |

| | | |LFC: Passive voice, |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Teacher Modeling |Teacher Modeling |Teacher Modeling |Teacher Modeling |Charts |

| |Student-created dictionary |Student-created dictionary |Partner work |Charts | |

| |Partner work |Partner work |Charts | | |

| |Word/picture wall |Word/picture wall |Word wall | | |

| |L1 text and/or support |L1 text and/or support | | | |

| |Equations with scientific notation | | | | |

| |Student Learning Objective (SLO) |Language Objective |Language Needed |

|SLO: 6 |In real-world problem solving situations choose units of appropriate size for |Explain orally and in writing the appropriate units for the measurement needed |VU: Square feet, conversion, plot, |

|CCSS: |measurement of very small and very large quantities. |using conversion Charts, diagrams and a personal math dictionary. |measure |

|8.EE.4 | | | |

|WIDA ELDS: 3 | |Note: multiple meaning of the word “plot” (verb and noun) | |

|Speaking | | | |

|Writing | | | |

| | | |LFC: Embedded clauses; comparatives, |

| | | |LC: Varies by ELP level |

| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |

|Learning Supports |Conversion Charts |Conversion Charts |Conversion Charts |Conversion Charts |Conversion Charts |

| |Personal math dictionary |Personal math dictionary |Sentence Starter | | |

| |Demonstration |Word/picture wall |Word wall | | |

| |Word/picture wall |L1 text and/or support |Diagrams | | |

| |L1 text and/or support |Sentence frames | | | |

| |Diagrams |Diagrams | | | |

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