Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems

Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 2: Tiered Language for ELLs Application Problems
Grade Levels
File Type

PDF

(191 KB|9 pages)
Standards
  • Product Description
  • StandardsNEW
I created this product after noticing that my newcomer students were struggling to solve the application problems and participate in math discussions centered around the problems. This product includes all of the Application Problems for Engage NY/Eureka Math, Grade 2 Module 2. There are pictures and space for students to draw, write a number sentence and a word sentence on every page. In addition, the language is simplified in most of the problems (some problems already contain simplified language). This has helped my ELL's a ton in the classroom! They are more confident and successful when solving the problems. They are able to participate in discussions, because while the language is simplified, the central concept and math of the problems are the same.

#scaffolding #word problems # ell word problems #tiered language #application problems #pictures

If you want the problems in the original language of Engage NY, check out my product with the same supports listed above, but without the simplified language, here: Engage NY/Eureka Application Problems, Grade 2: Module 2 with Pictures!


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Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram.
Total Pages
9 pages
Answer Key
N/A
Teaching Duration
N/A
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