| Lesson Title | Content Focus | Language Objective | Language Type |
| Bulkeley Gym | ratios, scale factors, measurement | Students will be able to express comparisons of quantities (specifically areas) using the key vocabulary. Key vocabulary: many times longer than, many times bigger than, times more people than, area, lengths, sides, widths, square feet, square yards, feet squared, yards squared. | Grammar and Language Structures, key vocab |
| 400-meter race | reading graphs, interpreting slope, distance v. time | Students will be able to recognize characteristics of a good written explanation.Students will be able to describe the graphs for the three different runners verbally and in writing. Key vocabulary: 400-meters race, commentator, commentary. | Language Functions; key vocab |
| Cell Phones | graphical interpretation and reasoning | Student will use the following key vocabulary words to describe characteristics of a graph and articulate the real world/contextual meaning of the graphs. Key Vocabulary: increase, decrease, intersection, steeper, y-intercept, equation, interpret. | Key Vocabulary |
| Eric the electrician | tables/ functions/ reasoning | Students will continue to build an idea of what makes a good explanation by using a language frame: Esther is ___correct/incorrect____ because ________________. Students will continue to work on writing complete mathematical explanations, using the Complete Math Solution Handout as a guide. Key vocabulary: Fixed fee, competitor, intersection, rates, quadrant I. |
Language Functions; Key Vocabulary |
| Is the system fair | algebra | Students will be able to express what a variable is;SWBAT explain the significance of using variables;Key Vocabulary: variable, expression, symbol, pattern | language function, key vocab |
| Painted Cube | counting, writing algebraic expressions, connecting algebraic expressions with geometry (structure of cube) | SWBAT articulate the difference between a unit cube and a cube. SWBAT explain how they found the number of cubes with 0, 1, 2, or 3 faces painted for each size cube | language functions |
| Dollars and Fractions | Proportions and fractions, modeling | Students will make sense of specific vocabulary words in order to complete the exercises: remainder, fraction, denominator, etc. | Key Vocabulary; Langauge Skill |
| Square Trains | Functions, generalizing | Students will work on explaining their thinking and recording in words the process they use to figure out the perimeter of a square train of any length. Key vocabulary: Perimeter, train, square. | Language Functions, key vocab |
| Pool Problem | reading graphs, interpretting slope | Students will be able to generate definitions in their own words for the vocabulary words.Students will be able to verbally explain how they got their answers on the task.Given a graph, students will be able to describe the graph in words. Students will be able to work on explaining their thinking and recording in words how to walk to match a given graph. | language skill, language functions |