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    413 - Identifying Language Demands

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    The document discusses a math lesson where students will practice skip counting by 5s, 10s, and 100s. Students will work in groups to solve math problems involving skip counting and will explain their thinking and strategies to classmates. Additional language demands include using academic vocabulary terms and engaging in productive discourse with teachers and peers.

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    413 - Identifying Language Demands

    Uploaded by

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    35 views1 page
    The document discusses a math lesson where students will practice skip counting by 5s, 10s, and 100s. Students will work in groups to solve math problems involving skip counting and will explain their thinking and strategies to classmates. Additional language demands include using academic vocabulary terms and engaging in productive discourse with teachers and peers.

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    413 - identifying language demands

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    The document discusses a math lesson where students will practice skip counting by 5s, 10s, and 100s. Students will work in groups to solve math problems involving skip counting and will explain their thinking and strategies to classmates. Additional language demands include using academic vocabulary terms and engaging in productive discourse with teachers and peers.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    35 views1 page

    413 - Identifying Language Demands

    Uploaded by

    api-575450234
    The document discusses a math lesson where students will practice skip counting by 5s, 10s, and 100s. Students will work in groups to solve math problems involving skip counting and will explain their thinking and strategies to classmates. Additional language demands include using academic vocabulary terms and engaging in productive discourse with teachers and peers.

    Copyright:

    © All Rights Reserved
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    Ruth Lopez-Castro

    Identifying Language Demands

    Lesson Goal: Skip counting by 5’s, 10’s, and 100’s.

    State Content Standard: CCSS.MATH.CONTENT.2.NBT.A.2 Count within 1000; skip-count


    by 5s, 10s, and 100s.

    Content Objectives: SWBAT fill in the blank when counting by 5’s, 10’s and 100’s, SWBAT
    communicate effectively with one another in order to solve a math problem, SWBAT solve a
    maze using their counting strategies.

    Language Functions: skip count, communicate, use counting strategies, explain, resolve

    Measurable Language Objective: Students will be able to orally explain how they used their
    counting strategies to solve math problems.

    Learning Task: Students work in groups to solve these problems “1) __, 35, 40, __, 45, 50, __,
    __, 65, __ and 2) 3, __, 23, 33,__, ___, 63, 73, __, __”. The students will need to communicate
    with each other to solve the problems and explain their thoughts. Students will come back as a
    class and volunteers will orally explain and demonstrate how they solved their math problems
    using their counting strategies. Students will be asked specific questions to aid them in explain
    their though process, those specific questions include “How did you figure out what to count
    by?” and “How is this repeated addition? What are we adding?”

    Additional Language Demands: Students will use academic vocabulary to communicate with
    one another. Content based vocabulary such as addition, sum, and skip counting are words that
    might be used in this circumstance. Additionally, students will engage in productive discourse
    with their teachers and peers. They will use both written language and oral language when
    communicating on Zoom and on Nearpod. Students will respond to questions posed during the
    lesson on Nearpod. The discourse used during this time period will be productive because
    students will show that they are actively learning and practicing their skip counting skills.
    Additionally, student discussions will be productive since students will communicate with one
    another about how they solved the problems they were presented with. Syntax will not have an
    explicit use during this lesson, but students will still use it to produce responses to questions
    during communication moments.

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