Grade 7 – Unit 5 – ELL Scaffold - New Jersey
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 1 |Use variables to represent quantities in a real-world or mathematical problem;|Demonstrate comprehension of how to use variables to represent quantities, solve |VU: Coordinates, hourly rate, flat fee,|
|CCSS: |write and fluently solve simple equations and inequalities, interpret the |word problems with equations and inequalities, interpret and explain the solutions|value, variable |
|7.EE.4 |solutions in the context of the problem and graph the solution set on a Number|in the context of the problem and graph the solution set on a Number Line using a | |
|WIDA ELDS: 1-3 |Line.[Please note this unit addresses standard 7.EE.4 again to assess |Number Line, Bar Graph/Pictograph, website, and Math Journal. | |
|Listening, |fluency.] | | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense form of verbs, |
| | | |passive construction (are shown) |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Number Line |Number Line |Number Line, tape diagrams, circle graphs |Number Line, tape diagrams, circle |Number Line, tape diagrams, circle |
| |Bar Graph |Bar Graph |Math Journal |graphs |graphs |
| |Math Journal |Math Journal |Sentence Starter |Math Journal |White Board |
| |Cloze Sentences |White Board |White Board |White Board | |
| |White Board |Word/Picture Wall |Word/Picture Wall | | |
| |Word/Picture Wall |L1 text and/or support | | | |
| |L1 text and/or support |Sentence Frame | | | |
| |Pictures | | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 2 |Use tools strategically to solve multi-step real-world and mathematical |Describe and explain orally and in writing how to solve multi-step problems with |VU: PEMDAS, inequality |
|CCSS: |problems involving positive and negative rational numbers in any form |positive and negative rational numbers, in any form, by creating diagrams and | |
|7.EE.3 |(converting between forms as needed) and determine the reasonableness of the |using algebra tiles, Word Wall, and charts. | |
|WIDA ELDS: 1-3 |answers. [Please note this unit addresses standard 7.EE.3 again to assess |Note: ELL students need guided practice in developing and solving equations in | |
|Speaking, |fluency.] |order to build mathematical fluency. The following resource provides simulations | |
|Reading, | |in computer-assisted learning using manipulatives (algebra tiles). | |
|Writing | |Teacher resource for online algebra tiles and related lessons: | |
| | | | |
| | | |LFC: Ordinal numbers, transition words,|
| | | |embedded clauses in sentences |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Algebra tiles |Algebra tiles |Algebra tiles |Algebra tiles |Algebra tiles |
| |Cloze Sentences |Sentence Frame |Sentence Starter |Small group/triads |White Board |
| |White Board |White Board |White Board |White Board | |
| |Word/Picture Wall |Word/Picture Wall |Word/Picture Wall | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Pictures/illustrations | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 3 |Solve real-world and mathematical problems involving area, volume and surface |Explain orally and in writing how to solve real-world problems involving area, |VU: Coordinate plane, cubic feet, |
|CCSS: |area of two- and three-dimensional objects composed of triangles, |volume, and surface area of geometrical shapes and prisms using manipulatives, |quadrilateral, polygons, prisms, |
|7.G.6 |quadrilaterals, polygons, cubes, and right prisms. |technology and a Word/Picture Wall. |square units, surface area, volume |
|7.EE.3 | |Complete an online simulation, such as a Gizmo. Present findings in a Small | |
|7.EE.4 | |group or triads. Source: | |
|WIDA ELDS: 1-3 | |Student resource for online visual dictionary: | |
|Listening, | | | |
|Speaking, | | | |
|Reading, Writing | | | |
| | | |LFC: Passive construction (is shown) |
| | | |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 |
| |Partner work |Partner work |Small group/triads |Small group/triads |Small group/triads |
| |Cloze Sentences |Sentence Frame |Sentence Starter |White Board |White Board |
| |White Board |White Board |White Board |Word/Picture Wall | |
| |Word/Picture Wall |Word/Picture Wall |Word/Picture Wall | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Pictures/illustrations | | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 4 |Write and solve simple algebraic equations involving supplementary, |Demonstrate comprehension of how to solve simple algebraic equations in |VU: Adjacent, degrees, complimentary, |
|CCSS: |complementary, vertical, and adjacent angles for multi-step problems and |multi-step problems involving supplementary, complementary, vertical, and |intersect, supplementary, vertex, |
|7.G.5 |finding the unknown measure of an angle in a figure. |adjacent angles Use illustrations and tools (protractors) to demonstrate and |vertical, unknown |
|WIDA ELDS: 1-3 | |explain steps in the solution and present findings in a small group/triads. | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Present tense form of verbs |
| | | |LC: Varies by ELP level |
| |ELP 1 |ELP 2 |ELP 3 |ELP 4 |ELP 5 |
|Learning Supports |Small group/triads |Small group/triads |Small group/triads |Small group/triads |Protractors |
| |Protractors |Protractors |Protractors |Protractors |Math Journal |
| |Math Journal |Math Journal |Math Journal |Math Journal | |
| |Cloze Sentences |Sentence Frame |Sentence Starter |White Board | |
| |White Board |White Board |White Board |Word/Picture Wall | |
| |Word/Picture Wall |Word/Picture Wall |Word/Picture Wall | | |
| |L1 text and/or support |L1 text and/or support | | | |
| | | | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 5 |Know the formulas for the area and circumference of a circle and use them to |Demonstrate comprehension of how to find the area and circumference of a circle, |VU: Area, circumference, expression, |
|CCSS: |solve problems; give an informal derivation of the relationship between the |solve problems given one measurement (either area or circumference), and explain |radius, square root |
|7.G.4 |circumference and area of a circle. |the relationship between the circumference and area of a circle using modeling, | |
|WIDA ELDS: 1-3 | |realia and a Word/Picture Wall. | |
|Listening, | | | |
|Speaking, | | | |
|Reading | | | |
| | | |LFC: Verb to have, passive construction|
| | | |(the reverse of squaring) |
| | | |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 |
| |Cloze Sentences |Partner work |Sentence Starter |White Board |White Board |
| |White Board |Sentence Frame |Small group/triads |Word/Picture Wall | |
| |Word/Picture Wall |White Board |White Board | | |
| |L1 text and/or support |Word/Picture Wall |Word/Picture Wall | | |
| |Pictures/illustrations |L1 text and/or support | | | |
| |Student Learning Objective (SLO) |Language Objective |Language Needed |
|SLO: 6 |Describe, using drawings or written descriptions, the 2-dimensional figures |Demonstrate comprehension of and explain how a two-dimensional figure results from|VU: Cross-section, faces, isosceles, |
|CCSS: |that result when 3-dimemsional figures (right rectangular prisms and pyramids)|slicing a three-dimensional figure, from multiple angles, using concrete models, |perpendicular, perspective, plane, |
|7.G.3 |are sliced from multiple angles given both concrete models and a written |technology, and small group/triads. |pyramid, trapezoid, vertex |
|WIDA ELDS: 1-3 |description of the 3-dimensional figure. |Drawing Resource: | |
|Speaking, | | | |
|Reading, | | | |
|Writing | | | |
| | | |LFC: Complex subjects in sentences |
| | | |(the cross-section of a pyramid is…) |
| | | |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 |
| |Partner work |Partner work |Partner work |Small group/triads |Small group/triads |
| |Cloze Sentences |Sentence Frame |Sentence Starter |White Board |White Board |
| |White Board |White Board |White Board |Word/Picture Wall | |
| |Word/Picture Wall |Word/Picture Wall |Word/Picture Wall | | |
| |L1 text and/or support |L1 text and/or support | | | |
| |Pictures/illustrations | | | | |
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