Geometry – Unit 4 – ELL Scaffold
SLO: 1
CCSS:
G.C.2.6
WIDA
ELDS: 3
Listening
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Identify and describe relationships among inscribed
angles, radii, and chords. Include the relationship
between central, inscribed, and circumscribed angles;
inscribed angles on a diameter are right angles; the radius
of a circle is perpendicular to the tangent where the
radius intersects the circle.
Language Objective
After listening to an oral explanation and reading the
directions, demonstrate comprehension by identifying and
describing relationships among inscribed angles, radii and
chords using White Boards, Charts/Posters, Teacher
Modeling and Partner work.
Language Needed
VU: Inscribed angles,
circumscribed, tangent,
radians
LFC: Wh-questions
LC: Varies by ELP level
ELP 1
After listening to oral
explanation and reading
the directions,
demonstrate
comprehension by
identifying and describing
relationships among
inscribed angles, radii and
chords in L1 and/or using
gestures and selected
technical words.
Teacher Modeling
White Board
Charts/Posters
Math Journal/dictionary
Demonstration
Partner work
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
ELP 2
After listening to oral
explanation and reading the
directions, demonstrate
comprehension by
identifying and describing
relationships among
inscribed angles, radii and
chords using L1 and/or
selected technical
vocabulary in phrases and
short sentences.
White Board
Charts/Posters
Teacher Modeling
Math Journal/dictionary
Partner work
Word/Picture Wall
L1 text and/or support
ELP 3
After listening to oral
explanation and reading the
directions, demonstrate
comprehension by identifying
and describing relationships
among inscribed angles, radii
and chords using technical
vocabulary in simple
sentences.
White Board
Charts/Posters
Teacher Modeling
Math Journal/dictionary
Partner work
ELP 4
After listening to oral
explanation and reading
the directions,
demonstrate
comprehension by
identifying and describing
relationships among
inscribed angles, radii and
chords using key,
technical vocabulary in
expanded sentences.
White Board
Math journal/dictionary
Partner work
ELP 5
After listening to oral
explanation and reading
the directions demonstrate
comprehension by
identifying and describing
relationships among
inscribed angles, radii and
chords using technical
vocabulary in complex
sentences.
White Board
Math journal/dictionary
Geometry – Unit 4 – ELL Scaffold
SLO: 2
CCSS:
G.C.3,
G.C.4
WIDA
ELDS: 3
Listening
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Prove the properties of angles for a quadrilateral
inscribed in a circle and construct inscribed and
circumscribed circles of a triangle, and a tangent line to a
circle from a point outside a circle, using geometric tools
and geometric software.
Language Objective
Demonstrate comprehension by proving the properties of
angles for a quadrilateral inscribed in a circle and
constructing inscribed and circumscribed circles of a
triangle and a tangent line to a circle from a point outside
the circle using a Charts/Posters, a Word Wall, drawings
and Prompts.
Language Needed
VU: Inscribed,
circumscribed, tangent
LFC: Mathematical
statements
LC: Varies by ELP level
ELP 1
Demonstrate
comprehension by
proving the properties of
angles for a quadrilateral
inscribed in a circle and
constructing inscribed
and circumscribed circles
of a triangle in L1 and/or
use gestures, examples
and selected technical
words.
Charts/Posters
Student-generated
dictionary
Partially completed proof
Prompts
Word/Picture Wall
L1 text and/or support
Cloze Sentences
ELP 2
Demonstrate comprehension
by proving the properties of
angles for a quadrilateral
inscribed in a circle and
constructing inscribed and
circumscribed circles of a
triangle in L1 and/or use
selected technical vocabulary
in phrases and short
sentences.
ELP 3
Demonstrate comprehension
by proving the properties of
angles for a quadrilateral
inscribed in a circle and
constructing inscribed and
circumscribed circles of a
triangle using key technical
vocabulary in simple
sentences.
ELP 4
Demonstrate
comprehension by proving
the properties of angles
for a quadrilateral
inscribed in a circle and
constructing inscribed and
circumscribed circles of a
triangle using key,
technical vocabulary in
expanded sentences.
ELP 5
Demonstrate
comprehension by proving
the properties of angles for
a quadrilateral inscribed in
a circle and constructing
inscribed and
circumscribed circles of a
triangle using technical
vocabulary in complex
sentences.
Charts/Posters
Student-created dictionary
Partially completed proof
Prompts
Word/Picture Wall
L1 text and/or support
Sentence Frame
Charts/Posters
Prompts
Sentence Starter
Word Wall
Charts/Posters
Charts/Posters
Geometry – Unit 4 – ELL Scaffold
SLO: 3
CCSS:
G.C.5
WIDA
ELDS: 3
Speaking
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Use similarity to show that the length of the arc
intercepted by an angle is proportional to the radius and
define the radian measure of the angle as the constant
of proportionality.
ELP 1
Demonstrate
comprehension by using
similarity to show and
explain that the length of
the arc intercepted by an
angle is proportional to
the radius in L1 and/or
use drawings, examples
and selected technical
words.
Multilingual Math
Glossary
Teacher Modeling
Partner work
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Cloze Sentences
ELP 2
Demonstrate
comprehension by using
similarity to show and
explain that the length of
the arc intercepted by an
angle is proportional to the
radius in L1 and/or use
selected technical
vocabulary in phrases and
short sentences.
Multilingual Math Glossary
Teacher Modeling
Partner work
Word/Picture Wall
L1 text and/or support
Sentence Frame
Language Objective
Demonstrate comprehension by using similarity to show
and explain that the length of the arc intercepted by an
angle is proportional to the radius and define radian
measure of the angle as the constant of proportionality
using Teacher Modeling(The word through is misspelled in
the description), diagrams, Word Wall and Multilingual
Math Glossary.
Language Needed
VU: Proportional, arc,
intercept, radian measure
ELP 3
Demonstrate comprehension
by using similarity to show
and explain that the length of
the arc intercepted by an
angle is proportional to the
radius using key, technical
vocabulary in simple
sentences.
ELP 5
Demonstrate
comprehension by using
similarity to show and
explain that the length of
the arc intercepted by an
angle is proportional to the
radius using technical
vocabulary in complex
sentences.
Multilingual Math Glossary
Teacher Modeling
Partner work
Sentence Starter
Word Wall
ELP 4
Demonstrate
comprehension by using
similarity to show and
explain that the length of
the arc intercepted by an
angle is proportional to
the radius using key,
technical vocabulary in
expanded and some
complex sentences.
Multilingual Math
Glossary
Teacher Modeling
Partner work
LFC: Cause/effect
statements
LC: Varies by ELP level
Multilingual Math Glossary
Geometry – Unit 4 – ELL Scaffold
SLO: 4
CCSS:
G.GPE.1
WIDA
ELDS: 3
Reading
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Derive the equation of a circle of given center and radius
using the Pythagorean Theorem; complete the square to
find the center and radius of a circle given by an
equation.
Language Objective
Demonstrate comprehension by deriving the equation of a
circle of a given center and radius using the Pythagorean
Theorem, and finding the center and radius of a circle by
completing the square given by an equation using Teacher
Modeling, a Word Wall and Partner work.
Language Needed
VU: Distance formula,
standard form
LFC: Explanations, passive
voice
LC: Varies by ELP level
ELP 1
Demonstrate
comprehension of the
Pythagorean Theorem,
by deriving and
explaining the equation
of a circle of given center
and radius in L1 and/or
use gestures, examples
and selected technical
words.
Teacher Modeling
Demonstration
Partner work
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Cloze Sentences
ELP 2
Demonstrate
comprehension of the
Pythagorean Theorem, by
deriving and explaining the
equation of a circle of given
center and radius in L1
and/or use selected
technical vocabulary in
phrases and short
sentences.
Teacher Modeling
Partner work
Word/Picture Wall
L1 text and/or support
Sentence Frame
ELP 3
Demonstrate comprehension
of the Pythagorean Theorem,
by deriving and explaining the
equation of a circle of given
center and radius using key,
technical vocabulary in simple
sentences.
ELP 4
Demonstrate
comprehension of the
Pythagorean Theorem, by
deriving and explaining
the equation of a circle of
given center and radius
the using key technical
vocabulary in expanded
sentences.
ELP 5
Demonstrate
comprehension of the
Pythagorean Theorem, by
deriving and explaining the
equation of a circle of given
center and radius using
technical vocabulary in
complex sentences.
Teacher Modeling
Partner work
Sentence Starter
Word Wall
Teacher Modeling
Partner work
Teacher Modeling
Partner work
Geometry – Unit 4 – ELL Scaffold
SLO: 5
CCSS:
G.GPE.5
WIDA
ELDS: 3
Speaking
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Prove the slope criteria for parallel and perpendicular
lines and use them to solve geometric problems (e.g.
find the equation of a line parallel or perpendicular to a
given line that passes through a given point.)
Language Objective
Explain orally and in writing the proof of the slope criteria
for parallel and perpendicular lines and use criteria to solve
geometric problems using a Math Journal, Teacher
Modeling and a Template.
Language Needed
VU: Complementary,
congruent
LFC: Mathematical
sentences, cause/effect
LC: Varies by ELP level
ELP 1
Explain orally and in
writing the slope criteria
for parallel and
perpendicular lines and
use criteria to solve
geometric problems in L1
and/or use gestures,
examples and selected
technical words.
Teacher Modeling
Demonstration
Template
Math Journal
Small group
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Cloze Sentences
ELP 2
Explain orally and in writing
the slope criteria for parallel
and perpendicular lines and
use criteria to solve
geometric problems in L1
and/or use selected
technical vocabulary in
phrases and short
sentences.
Teacher Modeling
Template
Math Journal
Small group
Word/Picture Wall
L1 text and/or support
Sentence Frame
ELP 3
Explain orally and in writing
the slope criteria for parallel
and perpendicular lines and
use criteria to solve geometric
problems using key technical
vocabulary in simple
sentences.
Teacher Modeling
Template
Math Journal
Small group
Sentence Starter
Word Wall
ELP 4
Explain orally and in
writing the slope criteria
for parallel and
perpendicular lines and
use criteria to solve
geometric problems using
key, technical vocabulary
in expanded and some
complex sentences.
Teacher Modeling
Small group
ELP 5
Explain orally and in writing
the slope criteria for
parallel and perpendicular
lines and use criteria to
solve geometric problems
using technical vocabulary
in complex sentences.
Teacher Modeling
Geometry – Unit 4 – ELL Scaffold
SLO: 6
CCSS:
G.CO.11
WIDA
ELDS: 3
Listening
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Construct formal proofs using theorems, postulates, and
definitions involving parallelograms. *
Language Objective
Demonstrate comprehension by constructing formal proofs
using theorems, postulated and definitions involving
parallelograms using Multilingual Math Glossary, Visuals,
Teacher Modeling and Partner work.
Language Needed
VU: Proofs, theorems,
postulates,
LFC: Mathematical
statements, cause/effect
LC: Varies by ELP level
ELP 1
Demonstrate
comprehension by
constructing formal
proofs using theorems,
postulated and
definitions involving
parallelograms using L1
and/or with gestures,
examples and selected
technical words.
Teacher Modeling
Math Journal
Demonstration
Multilingual Math
Glossary
Visuals
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
ELP 2
Demonstrate
comprehension by
constructing formal proofs
using theorems, postulated
and definitions involving
parallelograms using L1
and/or with selected
technical vocabulary in
phrases and short
sentences.
Teacher Modeling
Math Journal
Multilingual Math Glossary
Visuals
Word/Picture Wall
L1 text and/or support
Sentence Frame
ELP 3
Demonstrate comprehension
by constructing formal proofs
using theorems, postulated
and definitions involving
parallelograms using key,
technical vocabulary in simple
sentences.
ELP 4
Demonstrate
comprehension by
constructing formal proofs
using theorems,
postulated and definitions
involving parallelograms
using key, technical
vocabulary in expanded
complex sentences.
ELP 5
Demonstrate
comprehension by
constructing formal proofs
using theorems, postulated
and definitions involving
parallelograms using
technical vocabulary in
complex sentences.
Teacher Modeling
Math Journal
Word Wall
Multilingual Math Glossary
Visuals
Teacher Modeling
Math Journal
Teacher Modeling
Math Journal
Geometry – Unit 4 – ELL Scaffold
SLO: 7
CCSS:
G.GPE.4
WIDA
ELDS: 3
Listening
Reading
Writing
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Use coordinates to prove simple geometric theorems
algebraically.
Language Objective
Demonstrate comprehension of how to use coordinates to
prove simple geometric theorems algebraically by
explaining the process using a Teacher Modeling,
Charts/Posters and Partner work.
Language Needed
VU: Theorems, rhombus,
parallelogram,
quadrilateral
LFC: Embedded clauses
LC: Varies by ELP level
ELP 1
Demonstrate
comprehension of how
to use coordinates to
prove simple geometric
theorems algebraically by
explaining the process in
L1 and/or use gestures,
examples and selected
technical words.
Teacher Modeling
Math Journal
Demonstration
Charts/Posters
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
ELP 2
Demonstrate
comprehension of how to
use coordinates to prove
simple geometric theorems
algebraically by explaining
the process in L1 and/or use
selected technical
vocabulary in phrases and
short sentences.
Teacher Modeling
Math Journal
Charts/Posters
Word/Picture Wall
L1 text and/or support
Sentence Frame
ELP 3
Demonstrate comprehension
of how to use coordinates to
prove simple geometric
theorems algebraically by
explaining the process using
key vocabulary in simple
sentences.
Teacher Modeling
Math Journal
Charts/Posters
Sentence Starter
Word Wall
ELP 4
Demonstrate
comprehension of how to
use coordinates to prove
simple geometric
theorems algebraically by
explaining the process
using key, technical
vocabulary in expanded
sentences.
Teacher Modeling
Math Journal
Charts/Posters
ELP 5
Demonstrate
comprehension of how to
coordinates to prove
simple geometric theorems
algebraically by explaining
the process using technical
vocabulary in complex
sentences.
Teacher Modeling
Geometry – Unit 4 – ELL Scaffold
SLO: 8
CCSS:
G.GPE.7
WIDA
ELDS: 3
Listening
Reading
Language
Objectives
Learning
Supports
Student Learning Objective (SLO)
Use coordinates to compute perimeters of polygons and
areas of triangles and rectangles, e.g., using the distance
formula.★
Language Objective
Demonstrate comprehension of area and perimeter
problems by computing perimeters of polygons and areas
of triangles and rectangles using the distance formulas
using Multilingual Math Glossary, Math Journal, Word Wall
and Visuals.
Language Needed
VU: Heron’s formula,
distance formula,
semiperimeter
LFC: Cause/effect
LC: Varies by ELP level
ELP 1
Demonstrate
comprehension of area
and perimeter problems
by computing perimeters
of polygons and areas of
triangles and rectangles
in L1 and/or use
gestures, examples and
selected technical words.
Multilingual Math
Glossary
Math Journal
Demonstration
Word/Picture Wall
L1 text and/or support
Pictures/illustrations
Visuals
ELP 2
Demonstrate
comprehension of area and
perimeter problems by
computing perimeters of
polygons and areas of
triangles and rectangles in
L1 and/or use selected
technical vocabulary in
phrases and short
sentences.
Multilingual Math Glossary
Math Journal
Word/Picture Wall
L1 text and/or support
Sentence Frame
Visuals
ELP 3
Demonstrate comprehension
of area and perimeter
problems by computing
perimeters of polygons and
areas of triangles and
rectangles using key
vocabulary in simple
sentences.
ELP 4
Demonstrate
comprehension of area
and perimeter problems
by computing perimeters
of polygons and areas of
triangles and rectangles
using key, technical
vocabulary in expanded
sentences.
ELP 5
Demonstrate
comprehension of area and
perimeter problems by
computing perimeters of
polygons and areas of
triangles and rectangles
using technical vocabulary
in complex sentences.
Multilingual Math Glossary
Math Journal
Sentence Starter
Word Wall
Visuals
Multilingual Math
Glossary
Math Journal
Math Journal