Teaching

High-Level Mathematics
to English Language
Learners
in the Middle Grades

Participant’s
Packet
Workshop 2

© Copyright 2009 Center for Collaborative Education/Turning Points

 Prepared for
Turning Points
by

Dr. Sara Freedman, Project Director

Dr. Dan Lynn Watt, Math Consultant

© Copyright 2009 Center for Collaborative Education/Turning Points

 Teaching High‐Level Mathematics to English Language Learners in the 
Middle  Grades
was
developed
by
 Turning
 Points,
 a
 project
 at
the

Center
for
Collaborative
Education
in
Boston,
MA.
This
tool
is
part
of

the
 Mathematics  Improvement  Toolkit,
 a
 project
 of
 the
 National

Forum
 to
 Accelerate
 Middle
 Grades
 Reform,
 and
 was
 supported
 by

the
 U.S.
 Department
 of
 Education’s
 Comprehensive
 School
 Reform

Initiative,
 grant
 #S332B060005.
 Opinions
 expressed
 are
 those
 of
 the

authors
and
are
not
necessarily
those
of
the
Department.


© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-1
Turning Points Tool
Teaching
Agenda for Workshop 2
High-Level
Mathematics
to English Language
Learners
in the Middle Grades
 Warm-up/Checking In
 Big Ideas of Workshop 2 – Mathematical
Tasks and Cognitive Demand
 Comparing the Cognitive Demands of
Two Tasks: Linguistic, mathematical and
cultural
 Doing Mathematics
o Classroom Video #1
o Doing Mathematics: Finding the Best
Box
o Reflecting on Doing Mathematics
 Keeping Classroom Activities at a High
Level of Cognitive Demand
 Action Plans: Next Steps in Your Own
Classroom
 Closing Circle

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-2
Turning Points Tool
Teaching Overview of Workshop Series
High-Level
Mathematics
to English Language
Learners
in the Middle Grades

In workshop 1, you learned:

• who are the English language learners in schools
today
• how to support English language learners in
learning the language of mathematics
• how to ensure the active engagement of English
language learners in developing the mathematical
reasoning essential to mastering high-level
mathematics

In workshop 2, you will learn:

• how to distinguish high-level from low-level
mathematical tasks in the middle grades
• how to create high-level math activities that
engage English Language Learners in the middle
grades.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-3
Turning Points Tool
Teaching Best Practices Modeled in
High-Level
Mathematics Workshop 1
to English Language
Learners
in the Middle Grades
• Using prior knowledge
• Providing time and support for English
language learners to discuss, process and explain
their mathematical reasoning
• Creating predictable routines and signals
• Checking for understanding throughout the
lesson from all students
• Using discussion protocols
• Using structured cooperative learning
• Think/write/pair/share
• Assigning numbers for round robin discussion
• Using visual cues
• Providing and practicing sentence frames
• Speak/respond/follow-up question/respond
• Organizing template/graphic organizer
• Using numbered heads as an assessment and
sharing strategy
• Final word
• One new learning at a time
• Providing concrete representations
• Creating models
• Role playing 

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-4
Turning Points Tool
Teaching
High-Level
Mathematics 1. Think about one best practice from the previous workshop that
to English Language you have used to change the way you teach English language
Learners
in the Middle Grades learners - a practice that you have added to your personal
toolkit.

(You may use the list of best practices reproduced in Handout 2-

3.)

2. Write it down, explaining how it has changed your teaching and how it has
helped the English language learners in your classroom to learn high-level
mathematics.
(You may use Handouts 1-24 and 1-25 introduced at the last
workshop to help you refresh your memory if you brought them
with you.)

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-5
Turning Points Tool Speak, Retell, Follow-up Question, Respond
Teaching
High-Level
Mathematics
to English Language 1. #1 speaks.
Learners 2. #2 retells what s/he heard #1 say.
in the Middle Grades 3. #2 asks a question of #1.
4. #1 responds to #2’s question.
Best Practice:
• Ensures both Reverse roles and begin again.
parties are
involved
throughout the
conversation. No
one can dominate.
• RETELL provides
a reason for
listening as well as
a check for
understanding
RETELL FOLLOW-UP
• FOLLOW-UP SPEAK RESPOND
QUESTION
supports a I used ... You said I learned
deepening of both What did you
parties’
with my you tried … learn from that my
understandings. students because ... the change? students
• RESPOND gives because … ...
the first speaker a
chance to clarify
her own thinking.

Reverse roles and begin

again.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-6
Turning Points Tool
Notes from the Share Out
Teaching
High-Level
Mathematics
to English Language Why did you choose this particular strategy to try out?
Learners
in the Middle Grades

What did you learn by sharing with a partner?

************************************************************

(Your own questions and further notes)

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
to
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades

The Big Ideas

of Workshop 2

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-7
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades
Key Finding of the Quasar
Project:

“… students who performed best … were in classrooms in

which tasks were … set up and implemented at high levels
of cognitive demand … For these students, having the
opportunity to work on challenging tasks in a supportive
classroom environment translated into substantial learning
gains on an instrument designed to measure student thinking,
reasoning, problem solving and communication.”*

The cognitive demand of a task is the sum total of what

a student needs to know, understand and be able to
do in order to solve a problem or complete a task
successfully.

The level of cognitive demand depends not only on

the task, but also on the prior knowledge of the
students.

*A Quote from: Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development.
Teachers College Press, 2000, by M. K. Stein, M. S. Smith, M.A. Henningson and E. A. Silver.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-8
Final Word Protocol
#1 #2 #1

BEST
PRACTICE:
FINAL WORD Pair with another person. Decide who will speak first.
 efficient way to
discuss a
reading
1. Each of you choose a brief excerpt from the quote: a
 provides phrase or short passage to discuss. Take some time to
controlled think about why it is important to you. Take some notes if
choice you wish.
 makes sure all
voices are
heard 2. Person#1 reads their phrase and explains what it means to
 ensures in- them and why it is significant. Person #1 has 1 minute to
depth
speak. If they finish before the minute is up, person #2
discussion of
issues waits until the minute is over before responding.
important to
group 3. Person #2 retells what they heard person #1 say and adds
 provides entry
point into their own comment.
discussion for
those who 4. Person #1 has the last comment, the Final Word, taking
have not been
able to read or
into account all that has been said.
absorb entire
document 5. Switch roles and repeat the protocol starting with
 English Person #2’s phrase.
language
learners can
choose text Adaptations for English language learners
that they can Give students sentence starters or pattern language to use in
understand to discussing their excerpt.
discuss w.
group I think _____ is important because...
I heard you say that.... One connection I can make is...

(See appendix for additional sentence starters.)

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
Teaching
Handout 2-9
High-Level
Mathematics Compare two tasks
to English Language
Learners
in the Middle Grades

Task 1. Find the surface area and volume of a

rectangular prism that measures 2” x 4” x 24”.

Task 2. Out of This World Candies plans to sell

Starburst candies in a new package containing 24
individually wrapped Starbursts. Your challenge is to
find the dimensions of the least expensive box that
can hold exactly 24 Starbursts. Each wrapped
Starburst has a square shape that measures 2 cm on a
side and 1 cm high.

Write a report including the dimensions for all the

possible boxes we can use to package 24 Starbursts,
the dimensions of the least expensive box, and
explain how you know your answers are correct.

2 cm

2 cm

1 cm

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-10 Linguistic Demands
Turning Points Tool
Best Practice:
Teaching
. Task 1. Find the surface area Task 2. Out of This World Candies plans to sell
•High-Level
Ensures both parties
Mathematics and volume of a rectangular Starburst candies in a new package containing 24
are involved
tothroughout
English Language prism that measures 2” x 4” x individually wrapped Starbursts. Your challenge is to
the
Learners 24”. find the dimensions of the least expensive box that
conversation. No one
incan
thedominate.
Middle Grades can hold exactly 24 Starbursts. Each wrapped
• RETELL provides a Starburst has a square shape that measures 2 cm on a
reason for listening as side and 1 cm high.
well as a check for Write a report including the dimensions for all the
understanding possible boxes we can use to package 24 Starbursts,
• FOLLOW-UP the dimensions of the least expensive box, and
supports a deepening explain how you know your answers are correct.
of both parties’
understandings.
• RESPOND gives the
first speaker a chance
to clarify her own
thinking.
Linguistic demands

Task 1 Task 2

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-11 Mathematical
Turning Points Tool to
Teaching Demands
High-Level
Mathematics Task 2. Out of This World Candies plans to sell
to English Language Task 1. Find the surface area Starburst candies in a new package containing 24
Learners and volume of a rectangular individually wrapped Starbursts. Your challenge is to
in the Middle Grades prism that measures 2” x 4” x find the dimensions of the least expensive box that
24”. can hold exactly 24 Starbursts. Each wrapped
Starburst has a square shape that measures 2 cm on a
side and 1 cm high.
Write a report including the dimensions for all the
possible boxes we can use to package 24 Starbursts,
the dimensions of the least expensive box, and explain
how you know your answers are correct.

Mathematical demands

Task 1 Task 2

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-12 Cultural Demands
Turning Points Tool
Teaching Task 1. Find the surface area Task 2. Out of This World Candies plans to sell
High-Level Starburst candies in a new package containing 24
and volume of a rectangular
Mathematics
prism that measures 2” x 4” x individually wrapped Starbursts. Your challenge is to
to English Language
24”. find the dimensions of the least expensive box that
Learners
in the Middle Grades
can hold exactly 24 Starbursts. Each wrapped
Starburst has a square shape that measures 2 cm on a
side and 1 cm high.
Write a report including the dimensions for all the
possible boxes we can use to package 24 Starbursts,
the dimensions of the least expensive box, and explain
how you know your answers are correct.

Cultural demands
Task 1 Task 2
Turning Points Tool
Teaching
High-Level
Handout 2-13
Mathematics JIG SAW ACTIVITY PROTOCOL – TASK 1
to English Language
Learners
in the Middle Grades
1. Divide into three expert groups; one each for
linguistic, mathematical and cultural demands. *

2. Each person will share his/her answers, one at a

Task 1. Find the time, with the “expert” group.
surface area and
volume of a Come to consensus on the best responses
rectangular prism
• consider all responses respectfully,
that measures 2” x
4” x 24”. • ask each other questions, and
• decide which ones are the best.

All members of this group must make sure that

everyone in the group is an expert on the particular
demand being considered by the end of this part of
the activity.

3. Responses of my expert group on ____________ demands for

Task 1. (Copy the information on your groupʼs chart.)
Turning Points Tool
Teaching
Handout 2-14
Turning Points Tool
High-Level
Teaching
Mathematics
JIG SAW ACTIVITY PROTOCOL – TASK 2
to High-Level
English Language
Mathematics
Learners
to English
in the Middle Language
Grades
Learners 1. Divide into three expert groups; one each for
in the Middle Grades linguistic, mathematical and cultural demands. *
Task 2. Out of This
2. Each person will share his/her answers, one at a
World Candies
plans to sell
time, with the “expert” group.
Starburst candies in
a new package Come to consensus on the best responses
containing 24 • consider all responses respectfully,
individually wrapped • ask each other questions, and
Starbursts. Your
challenge is to find
• decide which ones are the best.
the dimensions of
the least expensive
box that can hold All members of this group must make sure that
exactly 24 everyone in the group is an expert on the particular
Starbursts. Each demand being considered by the end of this part of
wrapped Starburst the activity.
has a square shape
that measures 2 cm
on a side and 1 cm 3. Responses of my expert group on ____________ demands for
high.
task 2. (Copy the information on your groupʼs chart.)
Write a report
including the
dimensions for all
the possible boxes
we can use to
package 24
Starbursts, the
dimensions of the
least expensive box,
and explain how you
know your answers
are correct.

* Make sure that English language learners have sentence

frames that they can use to answer the questions and have
practiced the key vocabulary words they will need to use in their
groups.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-15
Turning Points Tool
Teaching
High-Level Task 1. Find the surface area Task 2. Out of This World Candies plans to sell
Mathematics Starburst candies in a new package containing 24
and volume of a rectangular
to English Language individually wrapped Starbursts. Your challenge is to
prism that measures 2” x 4” x
Learners find the dimensions of the least expensive box that
in the Middle Grades
24”.
can hold exactly 24 Starbursts. Each wrapped
Starburst has a square shape, that measures 2 cm on
a side and 1 cm high.
Write a report including the dimensions for all the
possible boxes we can use to package 24 Starbursts,
the dimensions of the least expensive box, and explain
how you know your answers are correct.

Consider the key finding of the Quasar Project:

“… students who performed best … were in classrooms in which tasks

were … set up and implemented at high levels of cognitive
demand … For these students, having the opportunity to work on
challenging tasks in a supportive classroom environment translated into
substantial learning gains on an instrument designed to measure student
thinking, reasoning, problem solving and communication.”

If you want English language learners to engage in high-level mathematics and

become successful mathematical thinkers, reasoners, problem solvers and
communicators, would you use Task 1 or Task 2? Explain why.

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades

Doing Mathematics!
with
English Language Learners
 Handout 2-16
Thinking Geometrically: Finding the best box
Turning Points Tool
Teaching
High-Level
This is a classic geometric problem that can help students
Mathematics develop and consolidate their understandings of basic
to English Language
Learners concepts of two and three-dimensional geometry, and of how
in the Middle Grades geometry connects to basic arithmetic.
The Problem Statement:

To: Best Solutions Consulting Company

From: Out of This World Candies
Re: Problem to be solved

Our company, Out of This World Candies, plans to sell our Starburst candies in a
new package containing 24 individually wrapped Starbursts. Your challenge is to find
the dimensions of the least expensive box that can hold exactly 24 Starbursts. *

Each wrapped Starburst has a square shape that measures 2 cm on a side and 1 cm
high. 2 cm

2 cm 1 cm

In your report we want you to tell us:

1. The dimensions in centimeters of all the possible boxes we can

use to package exactly 24 Starbursts.
2. The dimensions of the least expensive box for us to produce.
3. An explanation of your answers to parts 1 and 2.
4. A suggestion to us about which one, of all the boxes, you think
would be our best choice. We want to know why you think a
particular box is the best choice over all the others.

*
Out of This World Candies is an imaginary company. Starburst Fruit Chews are a real product
manufactured by Mars, Inc.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-17
Classroom Video: Introducing the Starburst Problem to English
Language Learners
Turning Points Tool
Teaching
High-Level
Mathematics How does the teacher What do I wonder?
to English Language engage her students?
Learners
in the Middle Grades

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-18
Speak, Listen, Question and Respond
Turning Points Tool
Teaching Read HANDOUT 2-16 and use HANDOUTS 2-19, 2-20, and 2-21
High-Level
Mathematics One at a time, individually, complete each of the three handouts:
to English Language
Learners 2-19: What SPECIFIC INFORMATION is given in the problem
in the Middle Grades

2-20: What PRIOR KNOWLEDGE can we use to solve the problem?

2-21: What do we need to FIND OUT that will help us solve the
problem?

Divide into pairs. Use SPEAK, LISTEN, QUESTION and RESPOND

with your partner to share and discuss your responses. When it is your
turn to ask questions, you may use the scaffolding questions on
HANDOUTS 2-19, 2-20 and 2-21 to question your partner.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-19
Turning Points Tool
Teaching
High-Level
What SPECIFIC INFORMATION is given in the
Mathematics problem?
to English Language
Learners
in the Middle Grades

Statements to make to your partner:

The problem tells us that.....
It also tells us that....
Another fact included in the problem is that....
Finally, the problem tells us that...

Sacffolding questions to ask your partner:

Where does it say that in the problem?
Why is that important?
How does knowing that help us solve the problem?
Please explain or show what [a word or phrase] means.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-20
Turning Points Tool
Teaching
High-Level
What PRIOR KNOWLEDGE can we use to solve the
Mathematics problem? (What do we already know that can help us?
to English Language
Learners
in the Middle Grades

Statements to make to your partner:

I already know that ...
I know how to find ...
Finally, I know that ...
I know this problem is the like ... because...
Therefore, I know that I can use ... to help solve the
problem.

Scaffolding questions to ask your partner:

How do you know that?
How does that relate to the mathematics of this problem?
How will that help us solve the problem?
Please explain or show what [a word or phrase] means

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-21
Turning Points Tool
Teaching What do we need to FIND OUT that will help solve the
High-Level
Mathematics problem?
to English Language
Learners
in the Middle Grades

Statements to make to your partner:

We need to find out ...
We also need to know ... because …
Finally, we need to answer the question ... in order to
finally solve the problem.

Scaffolding questions to ask your partner:

How will we know if we have solved the problem?
Can you explain why we need to know that?
How will knowing that help us find the solution?
How will we be able to find that out?
Please explain what [a word or phrase] means.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-22
Turning Points Tool
Teaching
High-Level
CHOOSE a STRATEGY to solve a problem
Mathematics
to English Language
Learners
in the Middle Grades

Draw a picture Make a list, table or chart

Create a model

Use easier numbers Look for a pattern

1, 2, 3
10, 20, 30

Write an equation Work backwards

a2 + b2 = c2

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-23
Turning Points Tool
Keeping Track of Information
Teaching (Use more copies of this page if necessary)
High-Level
Mathematics
to English Language DIMENSIONS DIAGRAMS
Learners
in the Middle Grades 8 cm x 6 cm x 2 cm

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-24
Evaluating Partial Solutions
Turning Points Tool
Teaching
High-Level
Mathematics
Look at all the boxes and dimensions posted by
to English Language everyone so far and answer the following
Learners
in the Middle Grades questions:
Do you think we have found all the possible boxes?
How many more do you think there might be: hundreds of
possibilities or just a few?
Explain: give reasons for your answers.

Statements to make to your partner:

no
I think there are … a few more boxes possible because ...
many

Scaffolding questions to ask your partner:

How many of the boxes that people already found are the same?
how many are different?
Do you think there could be any more boxes longer (shorter, higher)
than any of these?
What’s the longest (tallest, shortest) box we could make?
Can you describe any patterns among the boxes that are listed?
Do you think there are any numbers that cannot be used as one of
the dimensions of a box that will hold exactly 24 Starbursts. What
are some of those numbers? How do you know?

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-25
Turning Points Tool
Teaching
High-Level Examine this data gathered by teachers in an earlier
Mathematics workshop.
to English Language
Learners
in the Middle Grades

What pattern or patterns do you notice in the data?

Can these patterns help you determine whether you have

found all the possible boxes that can hold exactly 24
Starbursts?

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-26
Turning Points Tool
Teaching Finding the Least Expensive Box
High-Level
Mathematics
to English Language
Learners Now that you have found all possible boxes that can hold
in the Middle Grades exactly 24 Starbursts, how can you determine the least
expensive box?

Pattern Language:
To find the least expensive box I suggest that we ____ because
_____.

Scaffolding Questions
What calculations do you need to make?

Do you need to make a calculation for every possible box, or

just some of them? Explain.

Could there be more than one box that is least expensive?

What argument can you make to convince someone that you

have found the least expensive box?

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-27a
Reporting to Out of This World Candies
Turning Points Tool Here is an excerpt from the Memo from Out of This World Candies
Teaching to Best Solutions Consulting Company
High-Level
Mathematics To: Best Solutions Consulting Company
to English Language From: Out of This World Candies
Learners Re: Problem to be solved
in the Middle Grades
Our company, Out of This World Candies, plans to sell our Starburst candies in a
new package containing 24 individually wrapped Starbursts. Your challenge is to find the
dimensions of the least expensive box that can hold exactly 24 Starbursts.

Each wrapped Starburst has a square shape that measures 2 cm on a side and 1 cm
high.

In your report we want you to tell us:

1. The dimensions in centimeters of all the possible boxes we can use
to package exactly 24 Starbursts.
2. The dimensions of the least expensive box for us to produce.
3. An explanation of your answers to parts 1 and 2.
4. A suggestion to us about which one, of all the boxes, you think
would be our best choice. We want to know why you think a
particular box is the best choice out of all the others.

Make a list of items to include in your report to Out of This World

Candies. Pay particular attention to items 3 and 4.
 For item 3, be sure you make a concise and convincing case that you
have found the information requested.
 For Item 4, you may want to recommend that Out of This World
Candies use a box that is NOT the least expensive box. If you make
such a recommendation be sure to think about:
o How would it look to shoppers?
o What would make it appealing
o What kind of visual information should be displayed on the
box?
o How would the box look on a shelf with other candies?

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-27b
Reporting to Out of This World Candies
Turning Points Tool
Teaching
High-Level Use this page to write down the items you plan to include
Mathematics in your report.
to English Language
Learners
in the Middle Grades

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-28
Debrief: Reflecting on “doing mathematics” in this
Turning Points Tool workshop
Teaching
Think about the following questions within your team and with the entire workshop
High-Level
group. Answer these questions as workshop participants, not as English language
Mathematics
to English Language
learners in the middle grades.
Learners
in the Middle Grades
1.Mathematical content:
 Did anything about the mathematics of this problem surprise you?

 Did you recognize any mathematical misconceptions in your own

and your colleague’s work? If so, how were they addressed?

 What mathematical questions do you have after solving this

problem?

 What did you learn about the way you and others approach
mathematical problems?

2. The Process of Doing Mathematics:

 Did anything about this process surprise you?

 How did group members help every member understand and solve
the problem?

 How is “doing mathematics” similar and different from the ways

these kinds of mathematical concepts are normally taught?

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-29
Turning Points Tool
Teaching
Debrief: Reflecting on “doing mathematics” with
High-Level English language learners in the classroom
Mathematics
to English Language
Learners
in the Middle Grades
Three Essential Questions for
Lesson Planning
1. How does this lesson ensure that English language
learners are engaged in high-level mathematics by
 solving challenging problems,
 using mathematical reasoning, and
 explaining their thinking?

2. How does this lesson ensure that all English language

learners are engaged at all times throughout the
learning process?

3. How does this lesson support English language

learners learning mathematics in the middle grades
 without simplifying the problem,
 telling them what to do, or
 telling them the answer?

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades

Keeping Classroom Activities

at a High Level of
Cognitive Demand
for
English Language Learners

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-30
Turning Points Tool Rubric for Levels of Cognitive
Teaching
High-Level Demand
Mathematics
to English Language Level 1 tasks: Memorizing Facts and Following procedures
Learners Typical activities involve:
in the Middle Grades
 Memorizing definitions, facts, algorithms and formulas
 Using memorized definitions, algorithms, facts and formulas, exactly as
learned
 Using known algorithms to produce correct answers
 Following steps in a given order
 Evaluating an expression for a given variable
 Solving a one-step word problem using a known algorithm
 Solving problems with unambiguous correct answers
 Describing procedures without further explanation

Level 2 tasks: Using Procedures and Concepts

Typical activities involve
 Solving Multi-step problems
 Using and making connections among multiple representations
(diagrams, concrete models, symbols, formulas)
 Solving problems requiring conceptual understanding
 Using procedures to help illustrate or understand concepts
 Identifying and extending a pattern
 Justifying the steps in a solution
 Using a graph, table or figure to solve a problem

Level 3 tasks: Doing Mathematics

Typical activities involve
 Solving novel problems
 Accessing relevant prior knowledge
 Analyzing multi-step mathematical tasks and recognizing their
constraints
 Making a plan without being given all steps or procedures ahead of time
 Self-monitoring progress, evaluating and revising plans as needed
 Exploring to deepen understanding of mathematical concepts
 Using mathematical models and multiple representations to solve
problems and explain thinking
 Using mathematical reasoning and language, drawings and models to
explain problem-solving strategies and justify (prove) solutions
 Solving problems in more than one way

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-31
Turning Points Tool
Teaching
Matching Tasks and Cognitive Levels
High-Level
Mathematics Which Level do you think it is?
to English Language Task Description Explain.
Learners
in the Middle Grades TASK A:
Students at Grayson Middle School are
ordering school T-shirts. They come in two
colors. A survey of 25 students shows that 10
students preferred blue T-shirts and 15
students preferred red. Explain how you can
estimate how many red and blue T-shirts to
order, if a total of 180 students order shirts.
Use diagrams, tables and mathematical
expressions to make your explanation easier to
understand.

Task B:
3/5 of the students in Ms. Jones’ class of 30
students are boys. How many of the students
are boys and how many are girls?

Task C:
The student council has budgeted $300 to buy
drinks for the graduation dance. Your job is to
order drinks that most students will like. A
survey of 40 students shows that 15 prefer
cola, 5 prefer ginger ale and the rest prefer
lemonade. Sodas cost $2.00 for a 2-liter bottle
and lemonade costs $3.00 for a 2-liter
container.
To have enough drinks for everyone, you
want to spend as much of the $300 as possible
without going over budget. Decide how much
of each drink to order and write a report to
the student council justifying your decision.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-32
Turning Points Tool
Teaching
Modifying Cognitive Levels
High-Level
Mathematics
to English Language Suggestions for enhancing the
Learners Task Description cognitive level of the task
in the Middle Grades
TASK A:
Students at Grayson Middle School are
ordering school T-shirts. They come in two
colors. A survey of 25 students shows that 10
students preferred blue T-shirts and 15
students preferred red. Explain how you can
estimate how many red and blue T-shirts to
order, if a total of 180 students order shirts.
Use diagrams, tables and mathematical
expressions to make your explanation easier to
understand.

Task B:
3/5 of the students in Ms. Jones’ class of 30
students are boys. How many of the students
are boys and how many are girls?

Task C: Suggestions for simplifying this

The student council has budgeted $300 to buy task:
drinks for the graduation dance. Your job is to
order drinks that most students will like. A
survey of 40 students shows that 15 prefer
cola, 5 prefer ginger ale and the rest prefer
lemonade. Sodas cost $2.00 for a 2-liter bottle
and lemonade costs $3.00 for a 2-liter
container.
To have enough drinks for everyone, you
want to spend as much of the $300 as possible
without going over budget. Decide how much
of each drink to order and write a report to
the student council justifying your decision.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-33
How Tasks Change in Classrooms*
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades

Teachers who
make such
changes mean A task – such as Finding the Best Box – may
well. They be set up at the Doing Mathematics level of
want to help cognitive demand:
students •Students are asked to solve a novel problem using knowledge of
“succeed” in mathematical concepts and problem solving strategies
solving a •They are asked to develop their own approach to the problem
particular and to explain their thinking.
problem with However, teachers may decide to
less simplify the task for their students.
frustration, •They may tell students what to do first,
but they second, third.
deprive them •They may tell students, for instance, that they
of have to find the box with the smallest surface
opportunities area.
to learn high- •They may provide formulas for students to
Teachers
level of
English use, give them a table to fill in, etc.
mathematics. •They may eliminate the requirement for
language
learners must students to explain their work both orally
guard against and in writing.
reducing the Furthermore, when students
cognitive ask for help teachers may
demands of simplify the task even more
mathematical by giving hints or asking
tasks and leading questions.
make sure • They may tell students that they
their students have (or have not) found all the
have access to possible boxes rather than making
high- level them reason it out for themselves.
mathematics • They may tell students to first find
in the middle the volume of 24 Starbursts, and
grades. then use the factors of that number
to find dimensions of other boxes..
* Adapted from: Implementing Standards-Based
Mathematics Instruction: A Casebook for Professional
• They may give “hints” or “remind”
Development. Teachers College Press, 2000, by M. students to use formulas they
K. Stein, M. S. Smith, M.A. Henningson and E. A. already know for volume and
Silver.
surface area.
© Copyright 2009 Center for Collaborative Education/Turning Points
Turning Points Tool
Handout 2-34
Teaching
High-Level
Scaffolding the “Best Box” problem
Mathematics
to English Language
for English language learners
Learners
in the Middle Grades
Work with a partner to brainstorm three or more suggestions for scaffolding
Finding the Best Box to support English language learners in your own
classrooms.

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-35
Turning Points Tool
Scaffolding the “Best Box” problem
Teaching
High-Level for English language learners
Mathematics
to English Language Suggestions for Scaffolding “Finding the Best Box”
Learners
in the Middle Grades for English language Learners

Scaffolding not only helps students solve the problem at

hand, but also gives them strategies they can use in any
problem-solving situation.

Compare these suggestions with the ones your workshop group came
up with:
• Create a context for the problem that students will understand, even enjoy.
In our example, choosing familiar Starburst candies instead of abstract
“blocks” or “cubes” helps motivate students and keep them involved.
• Provide students with sets of 24 Starbursts so they can actually construct
rectangular prisms by rearranging the candies.
• Ask students to plan their work by identifying their objectives, decide what
they know and what they need to know, and make a plan for the steps they
can take to solve the problem.
• Instruct students to discuss their plans in their groups, using a structured
group protocol to make sure that everyone speaks and everyone listens, and
come to agreement about what they are going to do.
• Give students sentence starters (pattern language) so that they can practice
using mathematical language when they talk in their groups or share with the
class.
• Ask “scaffolding questions” that help students think, without “giving hints.”
For example: Have you ever solved a similar problem? What information do you
have to start with? What have you chosen as a first step? Have you found all the
possibilities? How do you know? Please explain your thinking.
• Give students lists of scaffolding questions and encourage them to ask them
of each other.
• Set up a structure to help the different groups share information so they can
all learn from the work the others have done.
• Make sure that all posted work is visible to everyone, so everyone can see
the same information.
• Stop the working groups at several points to share information and learn
from each other.
• Choose students randomly from each group to report on their group’s
decisions and discoveries. It’s important to choose randomly so that students
know that every student in a group is responsible for being able to explain all
the work of the group.

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
Handout 2-36
Teaching
High-Level
Some Final Thoughts
Mathematics
to English Language
Learners High-level mathematics in middle school is challenging,
in the Middle Grades engaging, and enjoyable.

High-level mathematics instruction helps English language

learners build confidence, develop problem-solving
strategies, learn and practice basic skills and develop an
understanding of the language, methods and purposes of
mathematics.

To keep mathematics instruction at a high level teachers

must assign challenging tasks, allow students enough time to
work on them, establish classroom procedures and
expectations so that students work together comfortably,
build on each other’s ideas and take responsibility for their
own and each other’s learning.

It is challenging for teachers as well as students to maintain

a high level of cognitive demand.

Scaffolding by teachers is essential in fostering the learning

of high-level mathematics. This takes professional insight,
preparation, and time.

High level mathematics is within the reach of all middle

grades students, of all English language learners.

We hope this challenge will become one that sustains,

guides and focuses your work as a teacher.

© Copyright 2009 Center for Collaborative Education/Turning Points

Turning Points Tool
Handout 2-37
Teaching
High-Level
Mathematics COMMITMENT:
to English Language
Learners
in the Middle Grades Over the next few weeks I will try out the
following best practices for teaching high-level
mathematics to English language learners:

I will collect the following evidence in order to

determine how well it is working in improving
the access my students have to learning high-
level mathematics.

Kind of Evidence __________________________

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-38
Turning Points Tool Date: ______________________________
Teaching
High-Level
Mathematics
Best instructional practice for English language learners on which I
to English Language am working:
Learners
in the Middle Grades ________________________________________________________
Changes I have noticed in my
Changes I have made in my students’ depth of
practice understanding and engagement
High-level math content: High-level math content:

Instruction: Instruction

Using mathematical language Using mathematical language

appropriately and accurately appropriately and accurately

Other Other

© Copyright 2009 Center for Collaborative Education/Turning Points

 Handout 2-39
Workshop strengths (information, facilitation, pacing, mix of
activities, etc.):
Turning Points Tool
Teaching
High-Level Mathematics
to English Language
Learners
in the Middle Grades

Suggestions for improvement (information, facilitation, pacing,

mix of activities, etc.):

Questions or concerns I now have:

Most important ideas I will take away from the workshop:

How my students will benefit from the workshop:

© Copyright 2009 Center for Collaborative Education/Turning Points