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Improving Math Instruction for LEP Students

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## Improving Math Instruction for LEP Students

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**Improving Math Instruction for LEP Students**Susy Morrison Lenoir-Rhyne College morrisons@lrc.edu**Purpose**• Learn strategies to improve math instruction • Determine what changes would help all systems meet AYP • Discuss ways to collaborate with content teachers • Learn from each other**Questions to Ponder**• What are the 5 strands of math on the SCS? • What vocabulary is essential to instruction? • Are manipulatives used in all classrooms? • What should a typical math lesson include? • Do your classroom teachers welcome inclusion? • How can teachers teach to their strength? • How do we get everyone on board? (teachers, principal, and students)**Quote**Acquiring good math skills resembles building a skyscraper in that regardless of how high you go, you must first begin with a good foundation. Senitha Frost**Mathematics K-8**• 5 strands interwoven -Numbers & Operations -Measurement -Geometry -Data Analysis & Probability -Algebra • Concrete,pictorial, and symbolic representation • Problem-solving strategies**Mathematics 9-12**• 4 strands interwoven -Numbers & Operations -Geometry & Measurement -Data Analysis & Probability -Algebra**Introductory Math**Geometry Algebra I Technical Math I Technical Math II Advanced Function Discrete Math Precalculus Integrated Math I Integrated Math II Integrated Math III Integrated Math IV AP Statistics AP Calculus High School Math Classes**Kindergarten-8th**K-2 Math assessments Tested annually High School Need 3 math credits Algebra I (Level III) Grade Level Requirements**Group Activity**• What are your math weaknesses? • Is math taught in your ESL classes? • Do your ESL teachers know what their students are doing in math? • What math programs are being used? • How is math assessed? • How often is math assessed?**Evaluation of Your Math Program**• Visit schools, classes, and teachers • Frequently evaluate • Determine what is working well • Don’t be afraid to change • Support your changes**Checklist for Observing**• ___discussing content & language objectives • ___building on prior knowledge • ___using supplementary material • ___engaging meaningful activities • ___stressing key vocabulary • ___employing a variety of techniques (manipulatives) • ___scaffolding • ___emphasizing HOT skills • ___providing wait time for student responses • ___listening, speaking, reading, and writing • ___using appropriate assessment**Barriers English Language Learners Face**• Multiple meanings of words • Structures • Cultural knowledge • Decimals, commas, and periods • Square root/ division • Similar sounds of words**Math words with multiple meanings**• operation • power • problem • plot • table • area • face • plane • tree**Math Structures**• Add to… • Decrease by • Take away from • Greater than • Less than • 6 is 2 greater than 4 • If x = y, then… • Prepositions in word problems often signal operations • Passive voice (twenty is divided by five)**Addition**add plus and combine sum total of more than increased by greater than Subtraction subtract minus less less than fewer decreased by difference lower take away Key Focus Words**multiply**times product as a factor twice double triple groups of divide divided by quotient separated into equal groups shared equally over into how many groups Multiplication & Division**Cultural Knowledge**• Different computational methods • U.S. monetary system • U.S. customary system/metric system • Writing numbers from left to right • Dates • Periods instead of commas • Commas instead of decimals • Similar sound of words • Square root/division**Make Math More Comprehensible**• Increase the use of visuals • Integrate TPR • Use repetition • Use demonstrations • Use drama • Be aware of cultural differences • Increase the use of manipulatives**Word Problems**• Highly language dependent • Must learn to write their own word problems • Learn key words to determine operation Lu has 3 plates of cupcakes. There are four cupcakes on each plate. How many cupcakes does Lu have altogether?**Mathematical Terms**A Glossary of Mathematical Terms for parents and teachers is available in a Spanish-English edition. http://community.learnnc.org/dpi/math/archives/GlossarySP.pdf**Explicit vocabulary**Language & content objectives Less is more Technology Prefixes & suffixes Think aloud Predictable routines Think, pair, share Wait time Use consistent formats for test & assignments Word walls Math journals Chunking Manipulatives Real life problem solving Games to reinforce Repeat, repeat, repeat Effective Strategies**Recommendations**• Share your expertise • Collaborate with math teachers • Integrate language and content objectives • Ask grade level teachers for key math vocabulary • Provide predictable classroom routines • Special scheduling accommodations must be made • Provide tutorials for struggling students • Follow through on goals and assessments