Name/Grade Level/Content: Paige/ 5th Grade / Math

What is the task? Real world application problem using multi-digit division and justification of answer..

What is the objective (content, language, product)? I can solve real world division problems and
justify my answer.

Which content standards are being assessed?

ELP Standards:
● 4-5.4 - construct grade appropriate oral and written claims and support them with reasoning and
evidence.
● 4.5.5 - conduct research and evaluate and communicate findings to answer questions or solve
problems.

AR.NBT.5.B.6 - Find whole-number quotients of whole numbers with up to four-digit dividends and two-
digit divisors, using strategies based on:
● Place value
● The properties of operations
● Divisibility rules; and
● The relationship between multiplication and division

The ELP Standards can further attune our understanding of how language is used on
particular academic tasks. Below, highlight the related ELP Standards.

Modality Content Area Practices Standards for Language Features

Receptive ELP 1 - Negotiate input for meaning ELP 8 - Vocabulary in context

ELP 3 - Output

ELP 4 - Argumentation
Productive
ELP 7 - Audience, task, and
ELP 9 ELP 10
purpose
Clear and coherent Accurate language
speech and text use
ELP 2 - Discourse

Interactive ELP 5 - Research

ELP 6 - Counterclaims
Do the task at grade level. Script out an ideal student response.

Solve the problem.

If a school bus can fit 52 people, how many buses would Ms. Stobaugh need to
schedule to take everyone on a field trip? There are 676 students and teachers
going. Use the rubric to answer the question.

1 point 1 point 1 point

Show your Correctly Justify
work. answer using
the If, Then,
question. Because
with
mathemati
cal
language.

Justify your answer.

If________________________________________________________________
______________________________________________________
Then_____________________________________________________________
______________________________________________________Because___
_________________________________________________________________
____________________________________________
Describe the thinking work that students will be using as they complete the task.

Inverse - is the opposite of another operation

- Example: Multiplication and division have an inverse relationship.
- 12 / 6 = 2
- 12 / 2 = 6
- 2 x 6 = 12
- 6 x 2 = 12

Division Steps:
- Divide
- Multiply
- Subtract
- Bring Down
- Repeat

Divide - to separate or split numbers into groups or parts

Dividend - the larger number that is being separated into groups
Divisor - the number of groups that the dividend is being separated into
Quotient - the answer to a division problem
Justify - To show or prove that my answer is reasonable

If - Question
Then - Answer
Because - Explanation

Resources: Depth of Knowledge, ELPD

DOK 3

What language do students need for the task?

❏ Interact using social courtesies
❏ Communicate needs, preferences, and emotions
❏ Draw conclusions and make inferences
❏ Classify
❏ Compare/contrast
❏ Describe, explain and elaborate
❏ Proposition Support
❏ Sequence of events or processes
❏ Express cause/effect
❏ Question Conjecture

Bricks: What are the content words that Mortar: What are the academic language
students will need for the task? patterns that students will need for the task?

Inverse “If, Then, Because” statement

Divide Emerging:

Dividend Intermediate:
Divisor
Quotient Advanced:

Justify

Thinking about Instruction

 Bricks
How will I teach the topic specific vocabulary?

I will teach the bricks by having my students take notes on the vocabulary words that I model in their
math binder. We will learn the vocabulary words in stages; dividing each stage by their function and how
it relates to the process of division.

Stage 1: Multiplication and Division are an inverse of each other (vocabulary: inverse)
Stage 2: The meaning of division (vocabulary: divide)
Stage 3: The division process (vocabulary: dividend, divisor, and quotient)
Stage 4: Justifying your answer (vocabulary: justify)

We will use the style of “Cornell Notes,” which includes an area for keywords, main notes, and a
summary. Students will write the summary on their own.

Mortar
How will I teach the functional language needed to complete the product?
Remember that mortar can be presented in language frames, sentence starters or writing templates.

I will teach the functional language that students will use in speaking and writing by modeling

“the use of the supports and the frames in a Fishbowl before they begin doing a Structured Student Talk
routine. Before students write I will do a Think-Aloud to model how I would use those frames in writing
and how to take what they have discussed from oral to print.”

Input
How will I make the content comprehensible? What scaffolds will I put in place?
Text I Equation I Video I Experiment I Slide Deck I Other

“Students will be reading a text about economies in the North and South before the Civil War. To make
the text accessible to my ELs, I will chunk it to make sure they are stopping routinely to discuss what
they have read and check for understanding. After each chunk they will discuss a prompt with a partner
or highlight the important information needed from the reading. In this way I can constantly assess
whether or not my students understand the article and what we need to address as a class.”

Lesson Sequence
Gradual Release of Responsibility: You can vary the instructional sequence of the phases of GRR throughout your lesson.

Focus Lesson:

Remind students that we are discussing the Civil War and what circumstances created a climate for
war. Talk about a time that you got into a fight with a friend or sibling and how there were likely many
factors leading up to the fight before it actually happened.
Guided Instruction:

Students will read an article called “Creating a Climate for War” that will give them information on how
differing economies in the North and the South were key factors in the growing tension before the war. I
will chunk the text and provide a prompt for students to respond to after or as they read the paragraph. I
will model what this should look like in the first paragraph, then let students work in partners to
complete the next two. After the first paragraph students will orally respond to a prompt and after the
second and third students will highlight important information that they will need to complete their T-
chart comparing the two economies.

Collaborative:

After reading the text, students will work together to create a T-Chart comparing economies in the North
and South. When finished, we will do a Whip Around to share our answers and make sure we haven’t left
out any important information. Students will then participate in the Talking Stick routine to share a
complete thought comparing the two economies. They will be able to use their T-charts and language
frames for support.

Independent:

When students finish their discussion they will write a paragraph comparing and contrasting the
economies of the North and South before the Civil War. I will first do a Think-Aloud to model how to take
this information from oral to print and how to use their language frames flexibly for writing. Students
will then share their responses with partners around the room by participating in a Give One, Get One.