Math Guidelines

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II
Area of Focus II

Scaffolding and Supports for Simultaneous Development

4A
Specification 4A

Learning activities provide ways for students to generate and interpret a range of mathematical methods and representations (symbols, manipulatives, graphs, tables, words, etc.) and methods

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4B
Specification 4B

Teacher materials provide guidance to encourage students to draw comparisons and connections across different methods and representations.

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4C
Specification 4C

Unit of study includes multiple sensory modalities for student interaction

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4D
Specification 4D

Teacher materials provide supports for teacher modeling of reading, writing, listening, speaking, and thinking aloud

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5A
Specification 5A

Teacher materials point to strategic opportunities for teachers to meet directly with EL students individually and in small groups

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5B
Specification 5B

Teacher materials give guidance on what to look for, listen for, questions to ask, and/or feedback to give when meeting with EL students

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5C
Specification 5C

Materials present a balance of opportunities for independent, paired, small-group, and whole-class activities

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6A
Specification 6A

Teacher materials make suggestions for addressing possible language issues that may interfere with engagement of math content

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6B
Specification 6B

Materials demonstrate activities and ways to help students make meaning of typical mathematical texts such as word problems, graphs, tables, etc.

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6C
Specification 6C

Materials provide activities to help distinguish between common everyday meanings of language and mathematical meanings (table, round, product, origin, similar, etc.) as they emerge in the materials

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6D
Specification 6D

Unit amplifies rather than simplifies English language structures and forms that are often used in mathematics

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