Math Guidelines

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I
Area of Focus I

Interdependence of Mathematical Content, Practices, and Language

1A
Specification 1A

Materials highlight, define, illustrate, and show the purpose for mathematical language within the context of the lesson (not in isolation).

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1B
Specification 1B

Materials guide teachers encourage students to build their own understanding of mathematics actively, using language to actively build their own understanding of mathematics, using language, through sustained activities and experiences.

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1C
Specification 1C

Materials provide strategies to help students make connections between current language, new language, and mathematical concepts.

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1D
Specification 1D

Units offer repeated opportunities to develop, refine, and extend language for mathematical purposes over time

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2A
Specification 2A

Teacher materials state clear and specific language objectives both for math practices as well as for academic purposes that cut across disciplines

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2B
Specification 2B

Student materials contain mathematics and language learning objectives.

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2C
Specification 2C

Teacher materials articulate a pathway or progression of objectives for content, practices, and language throughout units

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2D
Specification 2D

Materials present opportunities for students to use language at different stages within a unit, such as speculating or predicting about a new topic, exploring and reflecting during an experience, presenting afterwards, etc.

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3A
Specification 3A

Activities deepen and extend learning through the various modes of communication: speaking, listening to deepen and extend learning through varied modes: speaking, listening, reading, and writing

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3B
Specification 3B

Materials include prompts for students to reflect on their own thought processes, language use, methods, and learning of mathematical content

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3C
Specification 3C

Materials encourage students to utilize interdisciplinary words and phrases as well as math-specific words and phrases.

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