Section 7 Lesson: 1

Grade Level: K
Subject: Mathematics (Geometry)
English Language Proficiency Level: Intermediate (WIDA Level 2)
Content Vocabulary Words
Triangle, Square, Circle, Rectangle, Side, Angle,
Vocabulary Instructional Plan: 10 Minutes
Phonological Support
Students will use red/green cards to indentify the correct pronunciation of the word.
Teacher will say a word correctly and incorrectly after the word is introduced. Students
will hold up a red or green card indicating the accuracy of the teachers pronunciation.
Syntax Support
Teacher will provide students with a word bank exit ticket lesson quiz.
Pragmatic Support
Teacher will demonstrate the difference between a square and a rectangle.
Morphology Support (3 Minutes)
Teacher will conduct a brief word work activity where the students pronounce the first
syllable for each word. For example, the class will pronounce /Sq/ sound when the
teacher points to square. This will help students recognize the word.
Cognates Support (3 Minutes)

Teacher will choice the word Triangle and completes a word work activity where the
students will think of other words that start with Tri as pronounced in triangle. This
will help students learn that the prefix tri means three.
Collocation Support (5 Minutes)
Teacher will have students complete a matching activity at their seats where they match
words with visual representations.

Content Standard:
CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.

WIDA Standard K.8 Level 2

Materials:
Shapes
Paper
Pencil
Scissors
Vocabulary Guided Practice Before Lesson
Warm Up Activity (5 Minutes)
Students will be engaged in a matching game with visual examples of the targeted
content vocabulary words above constructed mathematical representations. Students will
work in small groups or pairs
Lesson:

Objective: 80 percent of students will be able to correctly indentify shapes by describing

the attributes using correct oral language with at least 80 percent accuracy.

Whole Group Instruction 5-8 minutes:

Step 1: Teacher will model each shape using a power point presentation.
Step 2: Students will listen to a shape rap education song that teaches them the attributes
of each shape.
Guided Practice: 15 Minutes
Students will rotate to a station set of for each shape. At each station, they will listen to a
short story and read a miniature audio-recorded book for each shape. Students will also
explore various examples of each shape at each station. Students will rotate to each
station every 2-3 minutes.
Independent Practice
Students will complete a matching activity where they cut out each shape matching it
correct description.
Formative Lesson Assessment:
Students will complete a three-part exit ticket/lesson quiz.
Adaptations:
ESL Students:
Vocabulary Word Bank
Syntax Support
Pre-Lesson Support Activities
Special Education:

Extended Time Lesson Quiz

Directions Read Aloud
Word Bank

Section 7 Lesson: 2
Grade Level: 3
Subject: Mathematics
English Language Proficiency Level: Intermediate (WIDA Level 3)
Content Vocabulary Words

Array

Area

Distributive Property

Multiplication

Division

Equation

Product

Quotient

Number Sentence

Repeated Addition

Vocabulary Instructional Plan: 30 Minutes

Phonological Support

Students will use red/green cards to indentify the correct pronunciation of the word.
Teacher will say a word correctly and incorrectly after the word is introduced. Students
will hold up a red or green card indicating the accuracy of the teachers pronunciation.

Syntax Support:
Teacher will provide students with a word bank and conjugated tense options for the exit
ticket lesson quiz.
Pragmatic Support
Teacher will model common idioms that use the mathematical terms referenced above.
For example, teacher will be recognize that students might not understand that saying 7
multiplied by 4 means the same as 7 times 4 in common English usage. To anticipate this
misunderstanding, teacher will explain this concept.
Morphology Support:
Teacher will conduct a brief word work activity teaching students common Arabic, Latin
and Greek root words that are commonly found in mathematics. For example, the prefix
multi is an important prefix for English language development. Teacher will also
model how the tense and use of the word changes.
Cognates Support
Students, especially who speak a native language of romance origin such as Spanish
would benefit from instruction that demonstrates the differences between the Spanish and
English words applicable to the lesson such as division and the Spanish word which is

spelled similar. However, the word has a slightly different pronunciation. Most English
words follow a similar pattern that end with the suffix ion when comparing both
languages.

Collocation Support
Teacher will select the words that have a mathematical correlation and write them on a
sentence strip. Each operation around the classroom (addition, subtraction, multiplication,
and division) has a separate sentence strip holder/easel located at each of the four
classroom corners. Teacher will call on students to place the words under the correct
location. For example, the words array, area, and product would be placed in the
sentence strip easel for the operation of multiplication.
Content Standard:
Common Core Standard
CCSS.MATH.CONTENT.3.OA.B.5
PA Standards
CC.2.2.3.A.2

Understand properties of multiplication and the relationship between

Multiplication and division.

M03.B-O.2.1.1
M03.B-O.2.1.2
M03.B-O.2.2.1

Apply properties of operations as strategies to multiply and divide.

WIDA Standard 4-5.10

Vocabulary Guided Practice Before Lesson
Warm Up Activity (5 Minutes)
Students will be engaged in a matching game with visual examples of the targeted
content vocabulary words above constructed mathematical representations. Students will
work in small groups or pairs
Lesson:
Objective: 90 percent of students will be able to demonstrate the ability to use the
distributive property to break apart arrays, using known multiplication facts of the
multiples of 2,3, or 5 with at least 80 percent accuracy by using color counters as visual
aides of instruction.
Whole Group Instruction 10 minutes:
Step 1: Teacher will model an array of pumpkins on a pumpkin patch. The large array
will be 8 rows across and 7 rows down. The array of the total array will be 56 units.
Teacher will ask students what the magic number is to break apart large arrays into
smaller arrays (2,3,5). Teacher will review skip counting by 2, 3, and 5. Teacher will
explain to students that they are using the distributive property to break apart arrays into
smaller arrays and the products of these arrays equal the original arrays product or total
area.
Step 2: Teacher will break the array into two smaller arrays. These arrays will be 8 times
5 (product 40) and 8 times 2 (product 16). Teacher will repeat activity for 9 times 6.

Guided Practice 15 Minutes:

Students will work with partners and complete the following problems with their group
members. They will use counters to model the arrays. Teachers will conference with
students recording antidotal observations.
Group Problems:
8x9
11 x 6
7x7
Students will then select one problem above and create a word problem or mathematical
story. Teacher will provide students with a math vocabulary word bank to support
instruction.
Independent Practice (10 Minutes)
Students will complete the an independent worksheet with selected multiple choice and
word problems. Teacher will modify this assignment to include a word bank and tense
support for the students.
Formative Lesson Assessment:
Students will complete a three-part exit ticket/lesson quiz.
Adaptations:
ESL Students:
Vocabulary Word Bank
Syntax Support

Pre-Lesson Support Activities

Special Education:
Extended Time Lesson Quiz
Directions Read Aloud
Word Bank