Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems

Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Engage NY, 2nd Grade, Module 8: Tiered Language for ELLs Application Problems
Grade Levels
File Type

PDF

(269 KB|14 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 8. 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: Application Problems, Grade 2: Module 8, with pictures!
Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
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.
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.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Total Pages
14 pages
Answer Key
N/A
Teaching Duration
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