For many educators, the challenge of bringing language and math instruction together is a relatively new. ELL (English Language Learner) teachers who hadn't taught content areas previously are now being asked to lead or support instruction in the math classroom, and many math teachers who don't see themselves as language instructors are now responsible for providing effective math instruction to ELLs.
Having that in mind, I would like to share some language that can be used during math lesson to help you and your students communicate better. When going around the room or conferring with a student individually, ask them questions that elicit their thinking and allow them to get to the next level!
When you ask…
|
Students
|
·
What is the
problem asking?
·
How will you
use that information?
·
What other
information do you need?
·
Why did you
choose that operation?
·
What is another
way to solve that problem?
·
What did you do
first? Why?
·
What can you do
if you don’t know how to solve a problem?
·
Have you solved
a similar problem?
·
Describe what
you already tried. What might you
change?
·
How do you know
your answer makes sense?
·
How else might
you organize…represent…show…?
|
Make sense of problems and
preserve in solving them
|
·
What other operation
or property could you have used to represent this situation?
·
What properties
did you use to find the answer?
·
How do you know
your answer is reasonable?
·
What do the
numbers or variables used in this problem represent?
·
What is a
situation that could be represented by this equation? How is ____ related to ____?
·
What is the
relationship between ____ and ____?
·
What does____
mean to you?
|
Reason abstractly and
quantitatively
|
·
Will that
method always work?
·
How do you know
your answer is correct?
·
What do you
think about what he/she said?
·
Who can tell us
about a different method?
·
What do you
think will happen if ____?
·
When would that
not be true?
·
Why do you
agree/disagree with what he/she said?
·
How does that
drawing support your work?
·
What
mathematical evidence would support your solution?
·
How could you
prove that ___?
·
What were you
considering when___?
·
Did you try a
method that did not work? Why didn’t
it work?
·
If I told you I
think the answer should be (offer a wrong answer), how would you explain to
me why I’m wrong?
|
Construct viable arguments
and critique the reasoning of others
|
·
Why is that a
good model for this problem?
·
How can you use
a simpler problem to help you find the answer?
·
What
conclusions can you make from your model?
·
How would you
change your model if___?
·
What are some
ways to visually represent the problem situation, e.g., picture, numbers,
diagrams, graphs, tables?
·
What is an
equation or expression that matches the diagram, number line, chart, table,
etc…?
·
How would it
help to create a diagram, graph, table, etc…?
·
What are some
ways to visually represent ___?
|
Model with mathematics
|
When you ask…
|
Students
|
·
What
mathematical tools could you use to visualize, represent and solve the
problem?
·
What strategy
could you use to make that calculation easier?
·
How would
estimation help you solve that problem?
·
What estimate
did you make for the solution?
·
Why did you
decide to use ___?
·
Why is this
tool (the one selected) better to use than (another tool mentioned)?
·
What do you
know that is not stated in the problem?
·
In this
situation would it be helpful to use a graph, number line, ruler, diagram,
calculator, manipulative, etc…?
|
Use appropriate tools
strategically
|
·
How do you know
your answer is reasonable?
·
How can you use
math vocabulary in your explanation?
·
How do you know
those answers are equivalent?
·
What does that
mean?
·
Explain to me
(a term from the lesson).
·
What
mathematical terms apply to this situation?
·
What would be a
more efficient strategy?
·
What
mathematical language, definitions, properties can you use to explain___?
·
How could you
test your solution to see if it answers the problem?
·
What units of
measure are you using?
|
Attend to precision
|
·
How did you
discover that pattern?
·
What other
patterns can you find?
·
What rule did
you use to make this group?
·
Why can you use
that property in this problem?
·
How is that
like___?
·
What
observations do you make about___?
·
How do you know
if something is a pattern?
·
What ideas that
we have learned before were useful in solving this problem?
·
In what ways
does this problem connect to other mathematical concepts?
|
Look for and make use of
structure
|
·
What do you
remember about ___?
·
What happens
when ____?
·
What if you ___
instead of ___?
·
What might be
shortcut for ___?
·
Explain how
this strategy could work in other situations?
·
What is
happening in this situation?
·
Is there a
mathematical rule for ___?
·
What
predictions or generalizations can this pattern support?
·
Can you make a
rule or generalization?
|
Look for and express
regularity in repeated reasoning
|
Content adapted from: http://www.colorincolorado.org/article/30570/ and Pasco School District resources.