Math – Grade 7 – Unit 2- ELL Scaffold



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

|SLO: 1 |Apply the properties of operations as strategies to add, subtract, factor, and |Listen and take notes to a video using an Outline. |VU: Evaluate, properties, rational |

|CCSS: |expand linear expressions with rational coefficients (including additive and |Describe and explain orally and in writing how to use properties of operations to|coefficients, linear expressions |

|7.EE.1 |multiplicative inverse, distributive, commutative, and associative properties).|evaluate linear expressions with rational coefficients using a solution Template | |

|7.EE.2 | |and a Peer Coach. | |

|WIDA ELDS: 1-3 | |Note: ELLs benefit from illustrated videos that demonstrate solutions with | |

|Listening, | |visual support (i.e. using a visual of a balance beam to present balancing | |

|Speaking, Writing | |equations). | |

| | | |LFC: Present tense, passive |

| | | |construction (is replaced by…) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Outline |Outline |Outline |Outline |Outline |

| |Partially Completed Solutions |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary |Small group/ triads |

| |Peer Coach |Partially Completed Solutions |White Board |White Board |White Board |

| |White Board |Peer Coach |Small group/ triads |Small group/ triads | |

| |Word/picture wall |White Board |Word wall | | |

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

| |Pictures/illustrations |L1 text and/or support | | | |

| | | | | | |

| | | | | | |

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

|SLO: 2 |Use equivalent expressions to demonstrate the relationship between quantities |Listen and take notes to a video using an Outline. |VU: Equivalent expressions, quantities,|

|CCSS: |and determine |Describe and explain orally and in writing how to use equivalent expressions to |simplified, consecutive integer, sales |

|7.EE.2 |simpler solutions to a problem, such as a + 0.05a = 1.05a means that "increase|determine simpler solutions to a problem by creating and participating in a group |tax, final cost, reduced price |

|WIDA ELDS: |by 5%" is the same as |presentation using a word wall, model and White Board. | |

|1-3 |"multiply by 1.05." | | |

|Listening, | | | |

|Speaking, Reading,| | | |

|Writing | | | |

| | | |LFC: Verb to be, modals with passive |

| | | |construction (could be used…) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary |Multilingual Math Glossary |Small group/ triads |

| |Partially completed solutions |Partially completed solutions |White Board |Small group/ triads | |

| |White Board |White Board |Small group/ triads | | |

| |Small group/ triads |Small group/ triads |Word wall | | |

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

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

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

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

|SLO: 3 |Solve multi-step real life and mathematical problems with rational numbers in |Describe and explain orally and in writing how to solve multi-step equations using|VU: Rate, per hour, percent change, |

|CCSS: |any form (fractions, decimals, percents) by applying properties of operations |a variety of numerical forms and conversions by creating diagrams and |price per quantity, reasonable, yield, |

|7.EE.3 |and converting rational numbers between forms as needed, and then assess the |illustrations in a PowerPoint presentation using a Template, Graphic Organizers |batch |

|WIDA ELDS: 1-3 |reasonableness of results using mental computation and estimation strategies |and White Board. | |

|Speaking, | |Discuss if the answer is reasonable using examples and charts. | |

|Reading, | | | |

|Writing | | | |

| | | |LFC: Past tense |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Template |Template |Template |Graphic Organizers (flowchart) |Graphic Organizers (flowchart) |

| |Graphic Organizers (flowchart) |Graphic Organizers (flowchart) |Graphic Organizers (flowchart) |Small group/ triads |Small group/ triads |

| |White Board |White Board |White Board | | |

| |Small group/ triads |Small group/ triads |Small group/ triads | | |

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

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

| |Illustrations |Sentence frames | | | |

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

|SLO: 4 |Use variables to represent quantities in a real-world or mathematical problem by |Listen and take notes to a lecture or video using an Outline. |VU: Variable, inequality, standard |

|CCSS: |constructing simple |Describe and explain orally and in writing how to use a measurement bar |measurement terms, U.S. money (names|

|7.EE.4 |equations and inequalities to represent problems. |model to create and solve multi-step equations and inequalities from a word |of coins, writing money) |

|WIDA ELDS: 1-3 |Equations of the form px + q = r and p(x + q) = r and inequalities of the form px + q > |problem using a model, a Peer Coach and Manipulatives. | |

|Listening, |r or px + q < r, |Note: ELLs are not familiar with the U.S. Customary System of Measurement | |

|Speaking, |where p, q, and r are specific rational numbers |or U.S. money forms and require background knowledge and additional practice| |

|Reading, | |in units, equivalents, and conversions. | |

|Writing | | | |

| | | | |

| | | |LFC: Verb to be, modals with passive|

| | | |construction (can be used) |

| | | |LC: Varies by ELP level |

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

|Learning Supports |Outline |Outline |Outline |Multilingual Math Glossary |Small group/ triads |

| |Teacher Modeling |Teacher Modeling |Manipulatives (measurement) |Small group/ triads | |

| |Manipulatives (measurement) |Manipulatives (measurement) |Small group/ triads | | |

| |Peer Coach |Peer Coach |Word wall | | |

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

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

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

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

|SLO: 5 |Fluently solve equations and inequalities and graph the solution set of the inequality; |Describe and explain orally and in writing how to solve equations and |VU: Expression, surface area, |

|CCSS: |interpret the solutions in the context of the problem. |inequalities and graph the solution set of inequalities. Interpret |inequality |

|7.EE.4 | |solutions in real-world applications using drawings, Small group/ | |

|WIDA ELDS: 1-3 | |triads and realia. | |

|Speaking, | | | |

|Reading, | | | |

|Writing | | | |

| | | |LFC: Comparative/superlative |

| | | |adjectives (least, greater) |

| | | |LC: Varies by ELP level |

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

|Learning Supports|Math Journal |Math Journal |Math Journal |Math Journal |Math Journal |

| |Illustrations/diagrams/drawings |Illustrations/diagrams/drawings |Partially Completed Solutions |Small group/ triads |Small group/ triads |

| |Small group/ triads |Small group/ triads |White Board | | |

| |White Board |White Board |Small group/ triads | | |

| |Peer Coach |Peer Coach |Word wall | | |

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

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

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

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