Island Inequality Mat Lesson Plan-Modified for ELLs

ESOL Performance Standards 14, 22, and 24

Lesson Plan Modified for ELLs Modified by: __Natacha Edmondson__ TSL4080 University of Central Florida

Date: _November 16, 2010_______

Island Inequality Mat Lesson: Modified Sunshine State Standards:

MA.1.A.2.1, Compare and order whole numbers at least to 100.

MA.1.A.6.2, Solve routine and non-routine problems by acting them out, using manipulatives, and by drawing diagrams.

MA.K.A.1.2, Solve problems including those by counting, by using cardinal and ordinal numbers, by comparing, by ordering, and by creating set up to 20.

Language Development:

ELL Students may have phonemic problems with some of the vocabulary and math terminology in this lesson and problems with comparatives. For example, they may have problems pronouncing words like equation, fish, island or the new math vocabulary words greater than, less than, equal to, and inequality.

ESOL Vocabulary & Phrases:

ELL students may have difficulty learning the new math vocabulary: less than, greater than, equal to, inequalities, and equations. Also they may need additional explanation that the manipulatives (beans, buttons, dominoes) are supposed to represent the fish food. Teacher can bring in real fish food to show students the difference and what the manipulatives symbolize.

Cultural Background:

The symbols of less than and greater than may be represented differently in other cultures. If student is from large continent they may not be familiar with an island. Students who don’t live near an ocean may not be familiar with seafood terms (clam, fish). Teacher will activate student’s prior knowledge by showing students pictures and examples of manipulatives and material then questioning students on their knowledge. For example the teacher will point to a clam and say, “What is this?” and “Where can you find a clam?” Additionally, teacher will group students and compare the number of students in each group. For example, the teacher will question, “Which group has more students?” and “Which group has less?”

Materials:

Island Equation Mat, Cutouts of numeral cards, fish and clams Manipulatives such as dry beans, buttons, small cubes, dominoes, etc.

Scissors Individual wipe-off boards, or crayons and paper Bilingual dictionaries Visual dictionaries Written directions in simplified form with pictures and numbered steps Document camera and Screen 1

ESOL Performance Standards 14, 22, and 24 1.Anticipatory Set:

Set the “stage” for the lesson. Terminology for the lesson has been pre-written on the board and will be used to introduce new vocabulary and math terms. Review the previous lesson. Show students the objective of the lesson by grouping students into equal group numbers and unequal group numbers. Introduce new math terms: equal to, more than and less than by comparing number of student in groups. Use choral practice, repetition, and pointing to ensure students understand meaning of new math terminology. Introduce materials by showing students the mat, fish, clam, and fish food using repetition and pointing to ensure students understand meaning and vocabulary. Present real fish food to students and demonstrate that the manipulatives will be used to symbolize fish food on the islands. Teacher will teach students these vocabulary words in context by using sentences as examples as they point to the pictures and provide students with a vocabulary worksheet with pictures (see attached example).

2.Explore/Teaching the new skill:

Group the students into heterogeneous cooperative learning groups of 3-5; be sure to group ELLs with proficient language speakers.

Model the directions of the lesson by using the manipulatives, mat, fish, and clams. Using a document camera show students how to place the manipulatives onto islands. Demonstrate examples of the new math vocabulary (greater than, less than and equal to) using small numbers.

Illustrate how to use the fish and clam when the island’s number of food pieces are greater than, equal to, or less than; use choral practice to ensure students understand meaning.

Using TPR as a strategy, allow students to work together in their small groups as they follow each action of the teacher to imitate the island example portrayed using the document camera. Begin using the math vocabulary that reinforces what students are doing. If students do not understand the instructions, repeat them using vocabulary they understand, while reinforcing correct terms at the same time. For example, you might say, while showing them on document camera, “Place the fish on the mat to make the picture equation true. This means, turn the fish in the direction that shows it eating the most fish food. When you do this, you are choosing a correct answer. You are making the picture equation true.”

Help students connect vocabulary terms with the process. Use correct terms frequently (and interchangeably) so that vocabulary is connected to students’ experiences, resulting in meaningful learning.

To reinforce the concept of less than, say, while demonstrating on the document camera, “If there is more on this island, what is on the other island?” Some students may say, “a little bit,” while others may count the amount. Whatever or however the student responds, concentrate on the other island (the island without the most) being less than the island with the most. Again, using correct vocabulary is important. Point out the direction of the fish (focusing specifically on the fish’s mouth) in relation to this island. You might say, while demonstrating on the document camera, “When the fish is placed in this direction, it shows less than. See, the fish’s mouth is not open to the island with less. It is open to the island that has more. This island has less. The fish’s mouth does not open to this island.”

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ESOL Performance Standards 14, 22, and 24

Provide instructions for the cooperative groups to collaboratively complete a seat work assignment by illustrating each numbered step on a detailed instruction sheet with corresponding pictures. Each cooperative group will process the new math concepts using think-pair-share strategy.  Students should construct a picture equation that shows 3 is less than 5, and then have them verbalize what they did first using think-pair-share, then responding to teacher prompts.

An example response is, “I put the fish here so his mouth is open to the island with 5. The fish is not opening his mouth to 3, because 3 is less than 5.” 

Then students should exchange the amount on each island to show that 5 is greater than 3 and then have them verbalize what they did first using think-pair-share, then responding to teacher prompts.

The reply might be, “I moved the most fish food to this island so then I had to flip the fish so his mouth is open to this island.”

Cooperative groups collaboratively determine why they flipped their fish if they are still using the amounts of 5 and 3, as illustrated on the instruction sheet.

Teacher circulates from group to group, listens to students' responses, clarifying misunderstandings and providing visual representations when necessary. 

Are they able to verbalize that the position of the fish changed because the order of the amounts changed?



Are students able to recognize that if they did not flip the fish when they changed the island amounts, then the picture equation would not be true?

Give students a chance to work with various amounts, depending on their developmental ability.

This portion of the lesson can be repeated over and over many times using different combinations of amounts that result in greater than, less than, and equal to picture equations. Encourage students to communicate with one another as they manipulate their clams and fish to create true equations.

Throughout these experiences, change instructional materials from buttons to cotton balls, to teddy bear counters, and so forth. Students should begin to see that the object does not influence the amount.

Once again using the document camera the teacher illustrates variations.

You should also begin to add variations in your verbal presentation of sets. For example, you might say, while drawing a representation of the numbers on the board, “Show me one island with 5 and the other island with less than 5. Which direction will your fish swim?” Students will see that more than one answer is possible. In response to your statement, students should manipulate the fish to show it swimming to the island that has 5; however, the other island may have amounts of 4, 3, 2, 1, or 0, depending on what the student chose for the other island’s amount. Another verbal variation might be, “One island has 6, and the other island has an equal amount.” In this instance, look to see if the student is able to construct an equal set and place the clam to show that they are the same.

After each student manipulates their fish to construct a picture equation, request each student to interpret their equation to the class by speaking or using gestures. Are they using correct math terminology? Do their statements reflect the picture equations?

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ESOL Performance Standards 14, 22, and 24

When you are confident that students understand greater than, less than, and equal to, begin to vary the objective from comparing quantities to comparing numerals. For example, place 4 counting pieces on one island and the numeral 3 on the other. 

Can the student distinguish that 4 counting pieces is more than what the numeral 3 represents?



Can 6 counting pieces be the same as the amount represented by the numeral 6?



If so, how does the student represent the comparison using the fish and the clam?

When students are able to produce true equations consistently, using various learning materials and connecting amounts to numerals, you can cut off the mouth of the fish (leaving just < or >) and begin connecting the picture equations to symbolic notation. Demonstrate a true equation to students using only the fish lips on the mat. Once again, give students multiple opportunities to construct true equations using the fish lips.

Finally, make the transition from the island mat to board work. Begin by drawing an equation on the board showing 3 circles, followed by a picture of a fish with its mouth open toward the 3 circles, followed by 2 circles. This visual representation shows the inequality 3 > 2. Erase the body of the fish (leaving only the opened mouth) to demonstrate how fish lips look when you draw them. Point out to students how the open mouth of the fish is represented by a < or > symbol, depending on the direction in which the fish is swimming. Show students that they no longer need to make the whole fish; they can just draw the lips following your demonstration. Let them practice writing their own inequalities on the board, on their own wipe-off board, or on paper while in pairs. Depending on students’ abilities, you can vary the lesson using larger quantities or numerals. Allow students to also practice using the equal symbol in place of the clam cut-out.

After doing many variations of this lesson, students will be able to make the connection between visual and written equations. They will also begin to use appropriate math vocabulary when referring to sets that contain more than, less than, or the same amount as another set. Students will also be able to understand simple equations and construct written equations using symbolic notation.

3.Extend/Follow-up/Apply the new skill:

Reinforce the concept daily by pointing out visual relationships throughout the day. For example, note that there are 6 girls in line and 3 boys in line. Then construct a math statement to show the relationship in symbolic notation: 6 > 3 or 3 < 6. See if students can come up with their own visual comparisons and write the corresponding equation using symbolic notation.

Demonstrate the following question to students by using visuals and gestures, "Place 5 on the first island. Place 3 on the second island. Now, place 2 more on the second island. Which direction will the fish swim?" Show students how this set of actions corresponds to the equation 5 = 3 + 2.

Similarly, show some examples that involve greater than or less than with subtraction. For a complex example, you might say while showing the students, "Place five on the first island. Place four on the second island. Now, take two away from the first island, and add two to the second island. Which direction will the fish swim?" Students should see that this situation represents the inequality 5 – 2 < 4 + 2.

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ESOL Performance Standards 14, 22, and 24

Collaboration:

I will consult with the ESOL specialist, Math coach, and media specialist to help me to create a more interesting lesson for my students that will accommodate all the children’s needs and allow each of them to reach their full potential.

For all ESOL students:

The hands-on nature of this lesson and collaborative cooperative groups makes it appropriate for all levels of ESOL students, although students at different levels can perform different tasks. To enhance the lesson for ELLs and all learners the teacher will use the document camera, and various strategies such as repetition, gestures, TPR, visuals, think-pair-share, and choral practice. Additionally, the teacher will provide materials to assist the ESOL student in understanding the meaning of the lesson and vocabulary words. The teacher will write numbered directions in simplified language with pictures (see attached example) and provide a Vocabulary worksheet (see attached example) which the student’s will to their word banks.

Beginning: Preproduction/Early Production: Input: The teacher will model the directions using document camera, mat, manipulatives, fish, and clam.

Interaction: Make sure students are paired with a language proficient buddy in each cooperative group.

Allow students to work with buddies on all aspects of the lesson, even the assessment. Teacher will clarify concepts during group observations. The teacher will pose either/or or yes/no questions and allow student to point to answer to accommodate student’s going through silent period. The teacher should also demonstrate the question through pointing and other gestures. An example question for an ESOL student is, “Which island has more? Please point.”

Output: Students will write true inequalities using mat, fish, manipulatives, and clam then write true

inequalities on individual white board or paper with help from group members and/or class buddy.

Intermediate: Speech Emergence: Input: The teacher will model the directions using document camera, mat, manipulatives, fish, and clam.

Interaction: Students will be working in groups for support. Teacher will clarify concepts during group

observations. During lesson and group observations the teacher should pose short answer questions, such as, “This Island has 6 and this island has 6. Will you use the fish or clam?” Again the teacher will point and use gestures as they pose the questions.

Output: Students will write true inequalities using mat, fish, manipulatives, and clam then write true

inequalities on individual white board or paper with help from group members.

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ESOL Performance Standards 14, 22, and 24

Advanced: Intermediate Fluency: Input: Students at this stage can follow directions and listen to the input provided by the teacher and their peers.

Interaction: Students can share their findings with each other and negotiate solutions to the problems. At

this stage students should be able to understand and respond to questions. To check for understanding teacher may question students during observations by saying, “Why did you use the clam to make your picture true?”

Output: Students will write true inequalities using mat, fish, manipulatives, and clam then write true

inequalities on individual white board or paper with help from group members.

Assessment: Observe student participation during the group activity. Check for understanding throughout observations and circulate from group to group. If children are not able to make quantity and numeral comparisons, limit the activity to objects only. Listen for correct use of math vocabulary. Do children construct true equations?

Check for understanding of symbolic notation by reviewing students written equations on a wipe-off board and providing a worksheet with 5 examples of equations for students to complete. The beginning and intermediate ELL’s are allowed to work with a proficient language speaking buddy or teacher to complete assessment.

Grading plan: Teacher will ensure fair grading for all students. Additionally, teacher will make sure the ELL students are graded according to their language acquisition stage of development using observation notes to show the student’s progress and remembering to make sure they are challenged in their pursuit of excellence.

Handouts/Parent Support Activities: Send home worksheet with several islands where they can draw in equal, less than, and greater objects and symbols. Include picture example of equation on top of worksheet.

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ESOL Performance Standards 14, 22, and 24

Island Inequality Lesson

1. Add 5 red balls to one island.

2. Add 3 red balls to other island.

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ESOL Performance Standards 14, 22, and 24

3. Place the fish on the mat to show it is eating the most food.

4. Now try different numbers of fish food on each island.

Then use the fish or clam to make the picture true.

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ESOL Performance Standards 14, 22, and 24

Vocabulary Words for Island Inequality Islands

Greater than

Fish

Less than

Clam

Equal to

Fish food Beans

Red balls

Cotton balls

Buttons

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ESOL Performance Standards 14, 22, and 24

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ESOL Performance Standards 14, 22, and 24

Reflection Review you lesson plan and check each section of this reflection. Make sure that you have implemented the strategies that you have checked in your lesson plan.

Scaffolding Grouping Options Preparation X Preparation of content X Links to background X Links to past learning X Strategies incorporated

X Modeling X Guided practice X Independent practice X Comprehensible input

X Whole class X Small groups X Partners X Independent

Integration of process

Application

Assessment

X Reading X Writing X Speaking X Listening

X Hands-on X Meaningful X Linked to objectives X Promotes engagement

X Individual X Group X Written X Oral

Lesson sequence

Vocabulary building strategies

Input

X Support content X Engages students X Appropriate pacing X Provides for different levels of second language acquisition

X Explicit teaching of new vocabulary X Provides for different levels of language acquisition

Interaction

Output/Practice/Application

X Provides opportunities for all students to participate in the lesson according to their levels of second language acquisition X Use group configurations that support language and content objectives of the lesson X Give ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 Text.

X Provides opportunities for all students to participate in the lesson according to their levels of second language acquisition X Provides activities for students to apply content and language knowledge in the classroom.

X Provides activities that integrate all language skills (i.e. reading, writing, listening and speaking

Assessment accommodations

Verbal (Refer to your lesson plan)

X Multiple sessions _Extended time X Oral interview X Alternative assessments _checklist _Interview _Project _Portfolio X Draw/write the answer _Journal entries _Rubrics X Teacher observation

_Input: Simplified and numbered directions handout with pictures.

_Interaction: Cooperative groups, pairs, teacher student interaction.

_Output: Interview responses and sharing in pairs.

X Varied and appropriate X Supports content and language Needs X Explain tasks clearly X Uses a variety of techniques to make content concepts clear

Review/Assessment (Informal and Formal) X Students are allowed to perform tasks using different styles of assessments X Give comprehensive review of key vocabulary X Give a comprehensive review of key content concepts X Provide feedback to students on their output (e.g. language, content work) X Conduct assessment of student comprehension and learning throughout the lesson objectives, (e.g. spot checking, group response)

Non-Verbal (Refer to your lesson plan) _Input: Gestures, document camera, visual demonstration, written questions and vocabulary on the board. _Interaction: Group work with manipulatives and mat. _Output: Individual whiteboards and inequalities worksheet. Following directions.

/6 points (Adapted from SIOP Lesson Plan, Sheltered Instruction for English Language Learners CMS ESL Students Education Department, July 2008)

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