Hooked on Math: Engaging Students with Limited English Proficiency

Mathematics, English learners Grades K-5

Practice and take away useful strategies rooted in a firm understanding of the languageacquisition process as well as in mathematics to help students with limited English proficiency (LEP) construct meaning and develop language in the elementary mathematics class. Experience authentic mathematics applications that incorporate literature with concrete examples to develop background and understanding. Take lesson ideas and materials back to share at your school. With appropriate instruction, LEP students can comprehend advanced mathematical concepts and experience success.

Judy Kinley Des Moines, Iowa

Judy Kinley is the recipient of the 2005 American Star of Teaching Award for the state of Iowa for her work with mathematics and English language learners. She has been involved in mathematics education in Des Moines since 1973, where she has worked as a Title I mathematics teacher, classroom teacher, and district math collaborative leader. Judy has taught at Drake University and has been a presenter at Iowa Culture and Language Conferences and National Council of Teachers of Mathematics meetings. In addition, Judy has worked as a Teacher Trainer for Project SUM (Success Understanding Mathematics) conducting mathematics training for school districts nationally and internationally. Judy worked as the lead teacher for the Reform Organization of Training and Schools Grant, which combines her knowledge of mathematics education and the principles of limited English proficiency (LEP) instruction to work with schools to promote higher academic achievement for all LEP students. Currently, she works as the math lead teacher and trainer at two elementary schools with high concentrations of LEP students.

POLYGONS FIGURE NAME

Name___________________ # OF SIDES DESCRIPTION

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

POLYGONS FIGURE NAME

Name___________________ # OF SIDES DESCRIPTION

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Polygons
A closed plane figure made by line segments Triangle: A polygon with three sides and three angles.

Quadrilateral: A four-sided polygon (the shapes below are examples)

Square: A parallelogram with four congruent sides and four right angles

Rectangle: A quadrilateral with two pairs of congruent, parallel sides and four right angles

Parallelogram: A quadrilateral with two pairs of parallel and congruent sides

Rhombus: A parallelogram with all four sides equal in length Trapezoid: A quadrilateral with exactly one pair of parallel sides

Pentagon: A polygon that has five sides Hexagon: A polygon that has six sides Octagon: A polygon that has eight sides

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Geometric Solids
Figure Name Number of Number of Number of Faces Edges Vertices

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Geometric Solids
Figure Name Number of Number of Number of Faces Edges Vertices

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Geometric Solids An object that has three dimensions: length, width, height Cube
A solid in which all six faces are congruent squares

Sphere
A solid that is made up of all the points that are the same distance from one point called its center
a

Cone
A solid with one circular face and one vertex

Cylinder
A solid with circular bases and no corners

Pyramid
A solid with a polygon for a base and triangles for faces

Rectangular Prism
A prism with six rectangular faces

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Elements of Geometric Figures

Point Line Ray Line Segment Parallel Lines Intersecting Lines Perpendicular Lines ________________________________________________
Attach these shapes to string to create models for the geometric terms above.

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Elements of Geometric Figures

Point Line Ray Line Segment Parallell Lines Intersecting Lines Perpendicular Lines ________________________________________________
Attach these shapes to string to create models for the geometric terms above.

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Line Geometry Line: A set of connected points continuing without end in both directions

Line segment: A part of a line with two endpoints

Ray: A part of a line that has one endpoint and goes on forever in one direction

Intersecting lines: lines that meet or cross

Perpendicular lines: Lines that intersect forming right angles.

Parallel lines: Lines that are always the same distance apart.

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Angles Right Angle Acute Angle Obtuse Angle Straight Angle

_______________________________________________________________________

Attach these rays with a brad to create a model for the angles.

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Angles Right Angle Acute Angle Obtuse Angle Straight Angle

_______________________________________________________________________

Attach these rays with a brad to create a model for the angles.

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Angles Right Angle: an angle that measures exactly 90

Acute Angle: an angle that measures greater than 0 and less than 90

Obtuse Angle: an angle that measures greater than 90and less than 180

Straight Angle: an angle with a measure of 180

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Puzzling Perimeters Investigation

Try to design as many different shapes as you can using ____ tiles. In each shape, whole sides must be touching. Cut out each shape and paste it on your poster. Record the area and perimeter of each shape. See what you discover!

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.

Puzzling Perimeters Investigation

Try to design as many different shapes as you can using ____ tiles. In each shape, whole sides must be touching. Cut out each shape and paste it on your poster. Record the area and perimeter of each shape. See what you discover!

The workshop presentations and materials from the U.S. Department of Education Teacher-to-Teacher Workshops were developed by various individuals and are being provided as illustrative examples of what might be useful to teachers. The Department is not requiring or encouraging the use of any particular methods or materials in the classroom, and the use of the methods and materials in these sessions does not constitute an endorsement by the U.S. Department of Education.