Language+of+Math

Deanna House, Lesson Plan 1 Content Area: Language of Mathematics Grade Level Cluster: 9-12 English Language Proficiency Level: Beginning - Intermediate

Level 1-2: Words from the First Dimension [|__CCSS.Math.Content.4.G.A.1__] Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Level 3-4: Short phrases using actions common to math terms in the first dimensions. [|__CCSS.Math.Content.5.G.A.1__] Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). ||
 * COMMON CORE STANDARDS: || Mathematics
 * THEME: || SWBAT distinguish between forms represented in 3 spatial planes by learning the geometry vocabulary associated with each dimension

__ NOTABLE QUOTATIONS FROM TEXT: __

// 'Clearly,' the Time Traveller proceeded, 'any real body must have extension in four directions: it must have Length, Breadth, Thickness, and - Duration. But through a natural infirmity of the flesh, which I will explain to you in a moment, we incline to overlook this fact.There are really four dimensions, three which we call the three planes of Space, and a fourth, Time. Chapter 1 //

// That Space, as our mathematicians have it, is spoken of as having three dimensions, which one may call Length, Breadth, and Thickness, and is always definable by reference to three planes, each at right angles to the others. But some philosophical people have been asking why three dimensions particularly - why not another direction at right angles to the other three? - and have even tried to construct a Four-Dimension geometry. Professor Simon Newcomb was expounding this to the New York Mathematical Society only a month or so ago. You know how on a flat surface, which has only two dimensions, we can represent a figure of a three-dimensional solid, and similarly they think that by models of thee dimensions they could represent one of four - if they could master the perspective of the thing. See?' Chapter 1 // || Level 1SWBAT __visually distinguish__ between geometry terms such as line, triangle, circle, cone, quadrilateral, and cube and classify increasingly complex terms under the appropriate headings: “First Dimension” “Second Dimension” and “Third Dimension”. Level 3 SWBAT describe the constructions of these forms using the additional words “Parallel” and “perpendicular” SWBAT to construct shapes using styrofoam noodles. Each noodle will represent 1 unit of measure. The point where 2 or more noodles meet (intersection) is 1 angle.
 * LESSON TOPIC: || SWBAT will be able to name coordinates of the x- and y- axes which correspond to the common labels applied to these points and shapes. ||
 * OBJECTIVES: || __ Content: __

__ Language: __ English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Listening- Level 1: Identify language of basic components of coordinate planes, graphs or equations from figures and oral statements (e.g., x-axis, y-axis,) Speaking-Level 3: Give examples of representations of functions of two variables from illustrations and notation. ||
 * KEY VOCABULARY:



|| __ Content Vocabulary: __ (using comprehensible input phrases “such as”, “is like”, “In other words”, “for example”) Dimension = directions, distance, plane Length= Long, height Breadth= Wide, width Thickness = Deep, Depth Duration = Time

__ Cross-Curricular Vocabulary: __

Coordinate, intersect, run parallel, axis, measures, graph, calculate

First dimension = line, ray, segment, point.

Second dimension = triangle, rectangle, square

Third dimension = cube, box, cone, pyramid

__ English Word Parts: __

Angle, lateral, tri-, quadr- co- (correspond, coordinate) ||
 * SUPPLEMENTARY MATERIALS: || Swimming noodles, pencils, pens, paper

|| (Building background and explicit links to past learning) || The passage is problematic at first because of the antiquarian use of words such as “breadth”” natural infirmity of the flesh”. The teacher will (TTW) explain that they have most likely encountered these concepts in their geometry classes in L1. Students will be invited to make that connection. TTW explain the concept of 3 planes or 3 dimensions. TTW write “First” “Second” and “Third” dimension on the board. TTW introduce students to the noodles, explaining that each noodle will measure 1 unit. || (Language and content objectives, comprehensible input, strategies, interaction, feedback) || TSW be invited to create various 1, 2, and 3 dimensional shapes using the noodles. The students may not yet have linked the word to the shape, therefore the class will only indicate, at this time, into which category the created shapes belong. (Teacher should pay particular attention to ELL students during the game for confusion about how to use noodles. Also the teacher needs to monitor the appropriate use of the noodles since the students may be apt to play with them. The noodles will be used throughout the novel for activities, and the novelty should diminish over time.) · After the activity is completed the students will return the noodles to their container. TTW draw shapes on the board at the front of the room. The teacher introduce 2 or 3 words under each dimension: line, segment, ray under First; triangle, rectangle, square under Second; Cube and cone under Third. TTW indicate where the Time Traveler shows that these are dimensions of “space” and that the Fourth Dimension, Time, will be covered another Time. In addition, vocabulary words for “circle” and “sphere” will be presented with the Time dimension later in the book when the time traveler indicates he is “revolving” and “rotating” through time. · TTW use comprehensible input activities to practice anchoring the new words to their shapes. Since these words are common in most L1’s, students with Romance language backgrounds will likely be able to learn as cognates more quickly than others. · TTW invite students who already know these words to begin using the list of axiallary words. || (Meaningful activities, interaction, strategies, practice and application, feedback) || Math the Figures: Match geometry words: [|_] Name the Figures: Name the geometry words: || (Review objectives and vocabulary, assess learning) || The students will be informally as well as formally assessed throughout the lesson. Informal assessments will be conducted during all activities. The formal aspects of the assessment will be the worksheets the students complete. The teacher will also be able to observe students language skills with other students during group work. The collaborative work of the students will be monitored as closely as the understanding. The teacher will review what the students are learning throughout the lesson. The concept will not be presented only at the beginning. It will be presented multiple times, and in many different ways throughout the lesson. TTW also check for understanding at the final activity when the students describe how to make a 2 or 3 dimensional object. || (Go over content and language objectives; closure of lesson)
 * ** MOTIVATION: **
 * ** LESSON SEQUENCE: **
 * ** PRACTICE AND APPLICATION: MEANINGFUL ACTIVITIES: **
 * ** REVIEW/ASSESSMENT: **
 * **WRAP-UP:**

|| Class session: Praise and encourage students for a job well-done. Speaking aloud can be a very intimidating experience for anyone, especially EL’s. Let students know that they will find teacher’s written feedback about their speaking in PowerPoint under this activity. Give feedback about which level the student demonstrates proficiency in. Do not use this rubric for a formative assessment. This rubric is used for teacher and student to begin to understand where the EL’s speaking level is at this moment of the lesson.
 * CLICK RUBRIC: ** ||
 * || // (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc. // ||
 * || // (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English Learners: The SIOP® Model.) SIOP® Lesson Plan Template 3 © 2013 Pearson Education, Inc. // ||