Grade 9–10 Math Designated ELD: Math Problem Explanation

Summary

The California Department of Education's video series focuses on integrating English Language Development (ELD) with mathematics for grades 9 and 10. Students practice listening, speaking, reading, and writing to articulate mathematical problem-solving. The lesson emphasizes using signal phrases to create cohesive explanations, applying ELD standards to exchange ideas and write coherently. It also addresses the California Common Core State Standards for Mathematics, particularly interpreting functions. The video showcases students' progression towards proficiency in both language and mathematical discourse.

Takeaways

• 📚 The video is part of a series from the California Department of Education focusing on English Language Development in mathematics for grades 9 and 10.
• 🗣️ The lesson aims to improve students' language skills in listening, speaking, reading, and writing to effectively communicate mathematical problem-solving.
• 📈 Students are guided to use language resources to demonstrate their understanding of mathematical content, which is essential for their academic success.
• 🔗 The lesson integrates Focal California English Language Development Standards with Higher Mathematics Standards, particularly focusing on interpreting functions.
• 📝 Students are expected to write clear and coherent summaries using complete sentences and key words, which is part of the English Language Development Standard 10b.
• 🔗 The lesson emphasizes the importance of cohesion in writing, where students apply knowledge of linking ideas, events, or reasons throughout a text.
• 👥 Group activities are used to foster collaborative learning, where students practice mathematical discourse and language structures.
• 📐 The script includes a practical example of students using a rope and graph paper to represent land measurements, connecting math concepts to real-world applications.
• 📝 The students are encouraged to use signal phrases to indicate sequence, process, and reasons in their written work, enhancing their narrative and explanatory skills.
• 🤔 Reflection is an integral part of the lesson, with students and teachers encouraged to consider how the English language development standards are being implemented and supported by content standards.
• 🌟 The video concludes with a note of appreciation for the participants and an acknowledgment of the collaboration between the California Department of Education, WestEd, and Timbre Films.

Q & A

What is the main purpose of the video series presented in the transcript?

The video series is designed to help students in grades nine and ten improve their English language development skills, particularly in the context of mathematics, by reviewing and practicing listening, speaking, reading, and writing skills.

What are the key language development standards being addressed in the lesson?

The lesson focuses on the California English Language Development Standards at the bridging level for grades 9 and 10, specifically Standard 1 for exchanging information and ideas, Standard 10b for writing clear and coherent summaries, and Standard 2b for understanding cohesion.

How do the students practice their language skills in relation to mathematics content?

Students practice by engaging in activities that involve listening, speaking, reading, and writing to explain how they solved mathematical problems, using language resources to demonstrate their understanding of mathematics content.

What mathematical concept is being discussed in the video?

The mathematical concept discussed is interpreting functions, specifically analyzing functions using different representations and understanding properties of quadratic functions through factoring and completing the square.

What is the significance of the rope and graph paper in the lesson?

The rope represents 100 meters, and the graph paper represents the area of land that the students are analyzing in a hypothetical scenario, likely related to finding the largest possible area for a given perimeter.

How does the teacher encourage students to use signal phrases in their group paragraph?

The teacher prompts students to think of and share signal phrases they have been practicing, such as 'next,' 'after,' 'to determine,' 'to represent,' and sequence words like 'first,' 'then,' and 'after,' to indicate the sequence, process, and reasons in their writing.

What collaborative activity are the students participating in to enhance their understanding of the lesson?

The students are participating in a group activity where they record their experiences, describe the sequence of their procedures, and explain the reasons for different steps in a group paragraph.

How does the teacher guide the students in using the vocabulary they have learned?

The teacher provides reminders and examples of how to use the vocabulary, such as 'determine' and 'represent,' in different verb forms to describe actions and purposes in their writing.

What is the expected outcome of the writing activity in the lesson?

The expected outcome is for the students to write a cohesive group paragraph that describes their mathematical problem-solving process, using the language development standards and signal phrases they have learned.

How does the lesson aim to prepare students for future engagement with math content?

The lesson aims to prepare students by building their confidence and ability to explain their growing math content knowledge through collaborative speaking and writing activities, which will help them engage more effectively with math materials.

What is the role of reflection and discussion in the video?

Reflection and discussion are used to help viewers, likely educators, observe and understand the implementation of the English language development and content standards in the lesson, and to consider the features of designated English language development.