Math For ELL Students Workshop 2 Facilitator's Guide

FACILITATOR’S GUIDE
for
WORKSHOP 2
© Copyright 2009 Center for Collaborative Education/Turning Points

Teaching High‐Level Mathema2cs to English Language Learners in the
Middle Grades  was  developed  by  Turning  Points,  a  project  at  the 
Center for Collabora;ve Educa;on in  Boston, MA. This  tool  is part of 
the  Mathema2cs Improvement Toolkit,  a  project  of  the  Na;onal 
Forum  to  Accelerate  Middle  Grades  Reform,  and  was  supported  by 
the  U.S.  Department  of  Educa;on’s  Comprehensive  School  Reform 
Ini;a;ve, grant #S332B060005. Opinions  expressed  are  those  of  the 
authors and are not necessarily those of the Department. 

Prepared for
Turning Points
by
Dr. Sara Freedman, Project director

Dr. Dan Lynn Watt, Math consultant

Table of Contents
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the MIddle Grades
General Overview of Workshop 2*
Agenda/Suggested Timeline for Workshop 2
Layout of Facilitators’ Notes for Each Slide
Facilitator’s Notes for Workshop 2 by slide
Appendix: Background Information for Doing Mathematics, the

Main Activity of the Workshop

Carryover from Workshop 1
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language * Please read Facilitator’s Guide Workshop Series:
Learners
in the MIddle Grades Teaching High-Level Mathematics to English Language
Learners before you read the guides to the individual
workshops. It provides a general overview of the
workshop series, its rationale, logistics, ways to
continue the work, etc.
In preparation for Workshop 2,

1. remind participants to bring evidence of their work
in trying out the strategies and approaches introduced
in Workshop 1 and
2. bring the Appendix included in Workshop 1, which
includes many of the discussion protocols that will be
used again in Workshop 2. These protocols are also
found in the Facilitator’s Guide.
3. post sentence stems in posters in large charts in
front of the room so that presenters can easily see
them - and as a reminder to participants to practice
using them throughout the workshop and in their own
classrooms. These examples may be found in Appendix
of Workshop 1 and in the Facilitator’s Guide.

General Overview of
Workshop 2
Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the MIddle Grades In Workshop 2, we deal extensively with the meaning of high-level mathematics
for English language learners.
In workshop 1, participants learned:

• who are the English language learners in schools today
• how to support English language learners in learning the language of
mathematics
• how to ensure the active engagement of English language learners in
developing the mathematical reasoning essential to mastering high-level
mathematics
Workshop 2 will focus on what we mean by high-level mathematics, why it is

essential for English language learners to have access to it and how to plan and
teach lessons that ensure that access. High-level mathematics instruction helps
students build confidence, develop problem-solving strategies, learn and
practice basic skills and develop an appreciation for the language, methods and
purposes of mathematics.
In workshop 2, participants will learn:

• how to distinguish high-level from low-level mathematical tasks in the middle
grades
• how to create high-level math activities that engage English Language
Learners in the middle grades.
During Workshop 2, participants will learn our definition of high-level

mathematics, have an extended experience of what we call “Doing Mathematics”
and learn to distinguish high-level tasks from those that are low-level They will
also learn how to maximize opportunities for English language learners to
experience high-level mathematics in the classroom.
Overview of Workshop Activities

Note: a detailed agenda including time estimates for each section and suggested
breaks follows this overview.
Workshop Section 1: Introduction

The workshop begins with participants sharing one thing that they learned in the
previous workshop that has changed their teaching.
There are three main experiences in the workshop.

General Overview (continued)
Turning Points Tool
Workshop Section 1: Introduction
Teaching
High-Level The workshop begins with participants sharing one thing that they learned in
Mathematics the previous workshop that has changed their teaching. This activity gives
to English Language participants a chance to bring their prior knowledge to the workshop; it also
Learners gives facilitators a chance to check how well participants understood and
in the MIddle Grades were able to apply the main teaching concepts of Workshop 1. Note the
extent to which teachers present the ways in which they have designed
strategies particularly for English language learners, what they learned from
that experience and what questions they now have about teaching high-level
mathematics to English language learners.
There are three main experiences in the workshop.
Workshop Sections 2 and 3: Understanding cognitive demand and

comparing two tasks.
The level of cognitive demand is the key characteristic that distinguishes
high and low level mathematical tasks. Drawing on what they learned in
Workshop 1, participants will explore the meaning and significance of
“cognitive demand” and analyze the linguistic, mathematical and cultural
demands of two tasks, both dealing with the geometry of volume and
surface area.
This activity, with its introduction and learning experiences will take
approximately 1 hour and 15 minutes to complete.
Workshop Sections 2 and 3: Understanding cognitive demand and

comparing two tasks.
The level of cognitive demand is the key characteristic that distinguishes high
and low level mathematical tasks. Drawing on what they learned in Workshop 1,
participants will explore the meaning and significance of “cognitive demand” and
analyze the linguistic, mathematical and cultural demands of two tasks for
English language learners, both dealing with the geometry of volume and surface
area.
This activity, with its introduction and learning experiences will take
approximately 1 hour and 15 minutes to complete.
Workshop Sections 4 - 8. Doing Mathematics

Participants will spend most of their time in this workshop solving a complex
middle grades mathematics problem and reflecting on the experience with the
needs of English language learners in mind. While solving the problem and
reflecting on it, participants will also experience – as learners – a series of best
instructional practices such as discussion protocols and scaffolding questions.
These strategies explicitly model the types of learning experiences that allow
English language learners to learn high-level mathematics in the middle grades.

Turning Points Tool Before solving the problem, participants will view a video clip showing an eighth
Teaching
grade teacher introducing a complex problem to her students, a class
High-Level
predominantly made up of English language learners. Later, participants will be
Mathematics
to English Language able to connect what they observe in the video with their own experiences of
Learners doing mathematics.
in the MIddle Grades
This activity is divided into five sub-sections, which include viewing the video,
completing the task in three stages, and reflecting on the experience of doing
mathematics. Doing Mathematics will take approximately 3 hours to complete. We
have allowed more than half of the workshop time because this activity, and the
way we have structured and scaffolded the learning, embodies all that we hope
participants will be able to do in their classrooms with English language learners
and other students.
A detailed description of the Doing Mathematics problem, Finding the Best Box,
along with facilitation notes and mathematical solutions, are given in an Appendix
to this guide.
Workshop Section 9. Keeping Classroom Activities at a High Level of

Cognitive Demand
This section of the workshop allows participants to focus on an important

paradox of teaching and learning. Tasks that are planned to be at a high level are
often simplified by teachers before students even have a chance to try them.
Furthermore, when students experience difficulties, teachers are prone to give
hints, tell students what to do, tell them whether they are right nor wrong, and so
forth. This process, in effect deprives students of the excitement and experience
of high-level mathematical learning and reduces the experience to the low level of
following procedures and plugging values into formulas. It also leads to boredom,
resistance, and a lack of interest in mathematics. This is as true for English
language learners as it is for other students, and is a major contributing factor to
students’ poor performance in mathematics in the United States.
In contrast, we advocate presenting English language learners with rich,

engaging mathematical problems, scaffolding these students’ learning
experiences with those problems by providing support in ways that help students
achieve success without simplifying the problem or telling them what to do. This
section of the workshop provides practice in identifying and modifying low level
tasks to increase the level of their cognitive demand and of student motivation.
This section also provides opportunities for participants to reflect on the
scaffolding modeled in this workshop and identify ways to scaffold mathematical
tasks in their classrooms for English language learners.
This part of the workshop takes approximately one hour to complete.

Turning Points Tool
Teaching
High-Level Workshop Section 10. Conclusion
Mathematics The workshop will conclude with participants identifying one experience from this
to English Language workshop that they plan to try out in their own classrooms.
Learners
in the MIddle Grades MATERIALS
This workshop requires special materials for the Doing Mathematics activity.
 Starburst candies, these rectangular fruit chews are available at drug stores and
supermarkets. Each pair of participants will need 24 Starbursts. A small bag holds
about 80 candies. So you will need approximately 1 small bag for every six workshop
participants. It’s a good idea to pre-sort the Starbursts into baggies with 24 each.
 Centimeter rulers, one for each pair of participants
 Graph paper centimeter grid preferred, optional
 Large post-its or stickies
 A calculator – if it is difficult to provide calculators you can ask participants to bring
one. Some of them may be able to use calculators in their cell phones.
You will also need a pad of chart paper, markers and masking tape.
You may want to have additional paper, pencils, post-its or stickies, etc. on the tables.
An LCD projector connected to your computer is needed to show the slides so that
everyone can see them.
IMPORTANT: Make sure you have external speakers so that the entire group can hear
the video clips- most computers cannot project sound well without them.

Agenda/Suggested Timeline for
Workshop 2
SECTION
(Estimated time in minutes)
(Elapsed time in minutes and hours) THEME and SUB SLIDES and
ACTIVITIES HANDOUTS
INTRODUCTIONS and WARM UP •Introductions/Review of Slides 1-9

workshop agenda/Checking
20 minutes in Handouts 2-1 -2-6
20 minutes Format: Individual, Pairs,

Whole group
BIG IDEAS • Quasar project quote/ Slides 10-16

cognitive demand
25 minutes Handouts 2-7, 2-8
Format: Individual, Pairs,
(45 minutes total) Whole group
COMPARING TWO TASKS Linguistic, math, cultural Slides 17-25

demands
50 minutes Handouts 2-9 - 2-15
Format: Individual, Jigsaw
(1 hour 35 minutes) groups, Groups of 3, Whole
group
BREAK 10 minute
(1 hour 45 minutes)
DOING MATHEMATICS - INTRODUCTION • Classroom video Slides 34-39
25 minutes Format: Individual, Pairs, Handouts 2-18 - 2-21

Whole group
(2 hrs 35 minutes)
DOING MATHEMATICS - STEP 1 Unpacking the problem Slides 34-39

(specific information, prior
25 minutes knowledge, what to find?) Handouts 2-18 - 2-21
(2 hr 35 minutes) Format: Individual, Pairs,

Whole group
LUNCH BREAK
30 minutes (3 ht 05 minutes total)

Agenda/Suggested Timeline for
Workshop 2
SECTION
(Estimated time in minutes)
(Elapsed time in minutes and hours) THEME and SUB SLIDES and
ACTIVITIES HANDOUTS
DOING MATHEMATICS - STEP 2 • Partial solutions Slides 40-43
20 minutes Format: Individual, Pairs, Handouts 2-22 - 2-24

Teams of 4, Whole group
(3 hrs 25 min total)
DOING MATHEMATICS - STEP 3 • Completing the solution Slides 44-52

• Finding all arrangements,
50 minutes using factors, finding surface Handouts 2-25 - 2-27b,
areas, planning a report
(4 hrs 15 min total)
Teams of 4, Whole group
STRETCH BREAK
10 minutes
(4 hrs 25 minutes)
REFLECTING ON DOING MATHEMATICS Reflecting on the Slides 53-58

mathematics, and the
25 minutes process, and considering Handouts 2-28 - 2-29
needs of English language
(4 hrs 50 minutes) learners

Whole group
KEEPING CLASSROOM ACTIVITIES AT • Classroom video Slides 59-84

A HIGH LEVEL OF COGNITIVE DEMAND
Format: Individual, Pairs, Handouts 2-30- 2-36
60 minutes Groups of 3, Whole group
(5 hrs 50 minutes)
CONCLUSION What will you take away? Slides 85-88
30 minutes (3 ht 05 minutes total) What will you commit to try? Handouts 2-37 - 2-39

Whole group

Layout of Facilitatorʼs Notes
for Each Slide
☛ Number of slide SLIDE 1
☟ Handout for slide ☟ Picture of slide
ACTION
Suggested ☚ TALKING POINTS
This is where you will
☚
actions to take find TALKING POINTS
to use with each slide.

SLIDE 1
ACTIONACTION
Have the first slide on the screen to
orient participants to the workshop
series. The title slide also introduces
participants to the students and
teachers they will be seeing
throughout the workshop series by
showing photographs of some of
them in their classrooms.
Personally welcome everyone to
workshop. Ask them to take a copy
of the Participant’s Packet and a
name tag (if everyone does not
already know everyone else).

SLIDE 2
ACTION
Display this slide briefly as
participants are getting settled, then
continue.

SLIDE 3
ACTION TALKING POINTS

Allow enough time for Welcome to Workshop 2 on TEACHING HIGH-LEVEL
participants to follow the MATHEMATICS TO ENGLISH LANGUAGE LEARNERS IN
directions. THE MIDDLE GRADES.
For each slide, you can decide Please take a packet and a name tag. Write your name
to read the text as it appears on the name tag (if the group is composed of people who
on the slide, or you can ask do not know each other).
one of the participants to read
each section, or you can The slide gives an example of how to use VISUAL CUES
simply have participants read and how they help English language learners. This is one
the text as it appears silently of the best practices that was modeled in workshop 1
and the follow directions. and will be continued here.
You may want to give Please take a moment or two to look through the packet.
participants a little time to The Packet contains the handouts we will be using in the
look through the packet. workshop. All of the handouts we will be using are
numbered.
Whenever we will be using a handout, its number will

appear in a box on the top left or right hand corner of the
screen.

SLIDE 3

Allow enough time for As you can see, the tables and chairs are arranged in
participants to follow the small groups. We will do much of our work in pairs, triads
directions. and small groups, as well as with the entire group.
For each slide, you can decide Each time we divide up, I will ask you to make sure that
to read the text as it appears you are sitting so that every member of your group is
on the slide, or you can ask equidistant from every other member of the group and
one of the participants to read that all members have equal access to all the materials.
each section, or you can
simply have participants read We will also need to face forward at different times
the text as it appears silently throughout the workshop, either to see the screen or
and the follow directions. participate in whole group activities.
You may want to give You will probably want to practice setting up these kinds
participants a little time to of configurations in your own classrooms, as this seating
look through the packet. pattern is critical to the success of the best instructional
practices used throughout the workshop series and in the
classrooms you will see in the videos.
It is amazing how such a simple practice - making sure

that all students are equidistant from their partners and
have equal access to all materials - promotes strong and
equal participation by all students, especially English
language learners.

SLIDE 4

Show each section of the slide, one If you would like to read your own copy of the agenda,
at a time. please take out Handout 2-1 in your packet. As you can
see, the number of the handout appears in the top
You may want to add some corner of the slide.
commentary on each part of the
workshop that you Every time a number of a Handout appears in the slide,
noticed in your preparing to please take turn to it in your packet.
facilitate the workshop.
We will take a break in the morning and in the afternoon as
You may also want to alert people to well as a break for lunch.
those sections of Workshop 2 that
may
answer some of the questions
raised during workshop 1.
This is a good time to let

participants any other logistical
information you think they might
need.
Let participants know any norms

that should be followed, what
expectations you have for any
follow-up expected after the
workshop.

SLIDE 5

Show slide/read slide. This is the second a two workshops. Each workshop has
a particular focus, although this workshop builds on the
Add your own commentary and/or work we did Workshop 1 and in our classrooms in
make connections to the questions between workshops.
people have raised.
The first workshop presented a general overview of best
practices in teaching high level mathematics of to a very
broad range of middle grades English language learners.
It also analyzed some of the particular challenges that
English language learners face in middle grades math
classrooms.
This workshop examines what high-level mathematics in

the middle grades means and how to ensure that the
broad range of English language learners are actively
engaged in learning mathematics on this level.

SLIDE 6

Display the slide briefly We will now begin the first activity of
the workshop.

SLIDE 7
TALKING POINTS
At the end of the last workshop, each of you chose one of
the Best Practices in the Workshop to implement in your
classroom. If you brought any data or written summaries
with you will find them helpful now.
We’ll be using Handouts 2-3 and 2-4. Take a moment to

look over Handout 2-3 to refresh your memory about the
best practices we used in Workshop 1.
(After a minute or two.)
As we did so often in Workshop 1, we are going to give

everyone some time to write something, so that when we
share with a partner, no one is at a loss for words and
both have something thoughtful to say.
Take a few minutes to write about the best practice you

tried in your classroom. If you didn’t bring any notes, do
ACTION
the best you can from memory.
Read the slide, ask a participant to
read it, or ask people to read it
silently.

SLIDE 8

Display the slide and give Now that you have written about the best practice you
participants time to read it. tried in your classroom we will introduce a new best
practice, a protocol called Speak, Retell, Follow-up
Invite a participant to model the Question, Respond.
protocol with you.
The visual cues and instruction on the screen should
show you what to do. Notice that this protocol ensures
that both parties have a role in the conversation; retell
provides a check for understanding; the follow up
question and the response give both parties a chance
to deepen their understanding.
To make the instructions perfectly clear I’d like to

model this with one of you. This is very important when
introducing a new practice to English language
learners. This is a form of gradual release of
responsibility. After I model it with you, I will ask you to
follow the directions on the screen or on Handout 2-5
and use the protocol yourselves.
(When someone has volunteered)
You will be the speaker and I will be the listener. You

can start by telling me what you tried in your
classroom and how it changed your teaching.

SLIDE 8 (continued)

Display the slide and give (person speaks).
participants time to read it.
Now I will retell in my own words what I heard you
Invite a participant to model the say.
protocol with you.
(retell)
Did I capture what you were trying to tell me?
Now I will ask you a question: What is one thing you

learned from trying this practice.
(Give time for a response).
Now I’d like you to turn to a person near you and

begin. Please move to another seat if necessary so
that you can be side by side or face to face.
After about two minutes I will call “Switch” and ask

you to finish up the first exchange and switch roles.
Take note on how it feels to use the sentence

stems, since this is a scaffolding technique that is
critical to introduce and monitor with English
language learners.

SLIDE 9

Allow participants to read the Now you have another chance to reflect through writing.
slide. Please take a few minutes to write down your thoughts
and questions following sharing with your partner. After
a few minutes I will ask you to share your questions with
the group.
(after participants have time to write)
Now I am going to ask everyone to share – very briefly –

just two or three sentences – something you wrote on
the handout.
We’re going to share in ROUNDS. That is, I’m going to go

right around the room and ask each of you to share two
sentences with the group. You can always say “I pass” at
first but with encouragement, all students will start to
participate.
First, tell us what best practice you used. Second, tell us

a question that you have about it now that you have
written about it and shared with a partner.
(When the group has finished)
Notice that although we have only been going for a few

minutes, you have had a professional reflection, a
thoughtful sharing with one partner, and we have all
heard everyone’s voice at least once.
SLIDE 10

Display the slide briefly We will now begin to explore the
specific content – the big ideas –
of this workshop.

SLIDE 11
TALKING POINTS
ACTION One of the most important aspects of this workshop is
Display the slide to come to a common understanding about what we
mean by high-level mathematics. We will return to this
again and again.
The Quasar project was conducted over about 10 years

at the University of Pittsburgh, working with students
and teachers in urban middle schools. The project
conducted research, trained teachers, published many
research papers and professional development
resource materials.
You can Google “Quasar” and “University of

Pittsburgh” to find out more.
As you can see from the slide, the project found that
high level mathematics experiences, mathematically
rich, cognitively demanding tasks was the key to
learning success for urban middle school students. The
Quasar project also uses the phrase “doing
mathematics” to describe a certain type of rich,
challenging, mathematical learning experiences. We
have borrowed the term from them and will be using it
throughout the workshop. By the end, you’ll have a
pretty good idea of what we mean by it - and why it is
so important to provide these types of experiences to
English language learners.

SLIDE 12

Display the slide. Ask participants to You saw this slide briefly in workshop 1. The Venn
look at it critically and think about Diagram represents the research base for the workshop
what they notice in the diagram. series. The research derives from two bodies of research
1) research on learning high-level math in the middle

grades
and
2) research to effective ways to teach middle grades

English language learners in the content areas.
These workshops integrate these two areas into one

coherent whole for math teachers and all other teachers
who support English language learners in learning
mathematics in the middle grades.

SLIDE 13

Ask for a volunteer to read the
quote.
(after someone reads the quote)
The claim made in this quote, which comes from

research conducted during the Quasar Project, is at
the heart of this workshop. So we will take some
time now to think about it more deeply.

SLIDE 14
TALKING POINTS
We’re going to use the Final Word protocol to help us
think about this quote. You may recall that we used
this protocol in Workshop 1. It is well explained on
the slide, and on Handout 2-8. Final Word can be
used with larger groups, but here we are using it in
pairs.
So I want you to pair up with someone new. Take

some time to think about the phrase or sentence you
choose to talk about.
The important difference between this protocol and

many others is that we are going to keep track of
time, and you’ll need a watch with a second hand.
We’ll give the first speaker a full minute for their first
statement. If speaker #1 finishes before the minute
is up just wait for the minute to be over. Then
speaker #2 can respond. Please read the
instructions on Handout 2-8. And remember,
Speaker #1 gets the Final Word.
ACTION (after every pair has completed two rounds)

Display the slide
Now I am going to call on you to share. I will call on
all the number ones. Please read your passage, and

SLIDE 14 (continued)
TALKING POINTS
tell us your conclusion about why that passage is
interesting or significant.
If I call on you, and your passage has already been

read, you can either make an additional statement
about the passage or you can pass.
(after all the number ones have been called on)
Are there any passages that have not been

discussed?
ACTION
Display the slide

SLIDE 15

Display the slide Now we are going to begin trying to tease out the
meaning of the term cognitive demand. We’re going
Ask someone to read the first to be using this term a lot, so it’s important that we
statement.
share an understanding of it.
Ask someone to read the second
statement.

SLIDE 16

Display the slide We’re going to explore the meaning of these two
statements, using a protocol that we used earlier,
Speak, Retell, Follow-up Question, Respond.
Remember, we are trying to understand what

cognitive demand means. It is not a simple idea, so it
is worth taking time to explore it.
I’d like to you work with the same partner and follow
the instructions on the slide for Speak, Retell,
Follow-up Question and Respond.
(After both partners have had a chance to start the

conversations.)
I would like some to re-read the first statement about

cognitive demand. Last time I called on all the #1s.
This time I’m going to start by randomly calling on
one of the #2s to tell me what you think the first
statement means. Then I will call on another #2 to
see if you have something to add.
(after the #2s have had their say).
I’d like someone to re-read the second statement

statement means.

ACTION
Display the slide TALKING POINTS
(after the #1s have spoken)
As the workshop continues we’ll keep cycling back

to the meaning of cognitive demand, and the
interpretation of levels of cognitive demand.

SLIDE 17

Briefly display the slide Now we’re going to delve more deeply into cognitive
demand by considering some examples.

SLIDE 18

Display the slide I’d like you to take a minute to read these tasks to
yourselves. You’ll also find them on Handout 2-9.
When you are finished reading, look up.
(after a few minutes)
Now I’d like to “whip” around the room calling on

everyone to say something you noticed about these
tasks, about one task, about the other, any
similarities or differences. Each person should just
say one thing you notice.

SLIDE 19
TALKING POINTS
Now we’re going to take several minutes to consider
the cognitive demands of Task 1.
Remember in Workshop 1 that we considered the

linguistic, mathematical and cultural difficulties of a
word problem. This activity is similar, only now we’re
thinking about cognitive demand.
I’d like each of you to take a few minutes to think

about the linguistic, mathematical and cultural
demands of Task 1. Write your ideas on in the first
column, (underneath Task 1) on Handouts 2-10, 2-11
and 2-12.
After you’ve done that we’re going to divide into

groups and have a jig saw activity to explore these
cognitive demands further.
ACTION
Allow plenty of time for people to write their responses
on the handouts.

SLIDE 20
TALKING POINTS
Within your group I’d like you to read the instructions
on the slide and on Handout 2-13. Make sure you all
agree on what you are being asked to do.
All the #1s will become experts on linguistic

demands.
All the #2s will become experts on mathematical
demands
All the #3s will become experts on cultural demands
We may need to show some patience because some

groups may find more to talk about than others.
(as the groups are finishing speak to each group
separately)
When your group has finished your discussion, write
your combined list on chart paper. Then make sure
each person in your group has a copy of what’s on
the chart paper written on handout 2-13.
ACTION
Form three groups by counting off by threes.
Ask people to move to join their groups. Give people time
to get settled. Give each group a sheet of chart paper.
If the groups are very large, six or more in each group,
you may split them into smaller groups.

SLIDE 21

Display the slide. Now we are going to complete the jigsaw. I’d like
each expert to find two other people who are experts
Call the groups back to attention on the other two areas. Each trio will have a
linguistic, mathematical and cultural expert.
MATERIALS
Post the charts from each group When you have formed your groups of three, please
where everyone can see them. read the instructions on the slide and make sure you
Make sure they are labeled, Task understand what you are to do.
1, Linguistic Demands, etc.
Bottom line – in the next few minutes you are all to
share your expertise so that everyone knows what
the other groups concluded and is knowledgeable
about all three areas.
The list of questions in the appendix for Workshop 1

are a great resource for this activity. Like our
students, it is very helpful to have them out or easily
available so that we can refer to them whenever we
ask or answer questions.
As teachers, we would decide which sentence stems

we want our students to use for each step of this
activity.

SLIDE 22
TALKING POINTS
Now we’re going to take several minutes to consider
the cognitive demands of Task 2. This is a more
complex task, so it will probably take a little more
time.
I’d like each of you to take a few minutes to think

about the linguistic, mathematical and cultural
demands of Task 2 for English language learners –
some of which will be the same ones that native
speakers of English face, some of them particular to
English language learners. Write your ideas on in the
second column, (underneath Task 2) on Handouts
2-10, 2-11 and 2-12.
After you’ve done that we’re going to divide into the

same expert groups and repeat the jigsaw activity for
Task 2.
ACTION
Allow plenty of time for people to
write their responses on the
handouts.

SLIDE 23
TALKING POINTS
Now we will repeat the expert group process for task
2. Read the instructions on Handout 2-14 and make
sure everyone in your group munderstands what yu
are going to do.
Again, we may need to show some patience because

some groups may find more to talk about than others.
(as the groups are finishing speak to each group

separately)
When your group has finished your discussion, write

your combined list on chart paper. Then make sure
each person in your group has a copy of what’s on
the chart paper written on handout 2-14.
ACTION
Ask people to move to rejoin their same expert groups.
Give people time to get settled. Give each group a sheet
of chart paper.

SLIDE 24

Display the slide. Now we are going to complete the jigsaw. I’d like each
expert to find two other people who are experts on the
Allow plenty of time for the expert other two areas. Each trio will have a linguistic,
groups to come to consensus mathematical and cultural expert.
and write down their findings.
When you have formed your groups of three, please
Call the groups back to attention read the instructions on the slide and make sure you
Post the charts from each group understand what you are to do.
where everyone can see them.
Make sure they are labeled, Task Bottom line – in the next few minutes you are all to
2, Linguistic Demands, etc. share your expertise so that everyone knows what the
other groups concluded and is knowledgeable about
all three areas.

SLIDE 25

Display the slide. Now we’re going to try to bring together several
threads—cognitive demand, the two tasks, and the
key finding of the Quasar Project.
I want you to take some time to think about and

answer the question for yourself, individually. Then
we’ll take a poll.
(After participants have had time to write)
OK, let’s take our poll.
How many chose Task 1? How many chose Task 2?
Is anyone surprised at the results?
Does anyone want to comment before we move on to

a different focus?

SLIDE 26

Briefly display the slide. Now we’re going to begin Doing Mathematics –
investigating one problem that we’ll work on for most
of the rest of this workshop.

SLIDE 27

Display the slide. This slide shows one way that mathematical tasks
can be differentiated—according to their level of
cognitive demand. We’ll come back to this slide later
in the workshop, when we consider levels of
cognitive demand more specifically.

SLIDE 28

Display the slide. For now we are going to focus more specifically on
Task 2, which is at the level of Doing Mathematics.

SLIDE 29

Display the slide. We now begin to work on ”doing mathematics” at our own level. For
now we should think of ourselves as learners. Throughout this
activity we will explicitly model teaching strategies that are effective
with English language learners.
This part of the activity is a warm up that allows you to make

personal connections with the problem you are about to solve,
activate your prior knowledge, and motivate you to engage with the
mathematics of the problem. Pictures –or perhaps actually showing
several different candy packages – can be especially helpful for
engaging students.
This is a critical instructional strategy for English language learners.

Whenever you begin a high-level activity this is the kind of strategy
you should use.
So we start with something that seems to have little to do with

mathematics—but has everything to do with the rationale for this
problem.
Now I’d like you to think about the questions on the slide.
Turn and talk to a partner and share your answers. to the questions.
If you were using this kind of introduction in your classroom you

might take time for students to share their responses—but we won’t
do that today. Instead, in a few minutes we’ll view a video to observe
how one teacher introduced this problem to her class of English
language learners.

SLIDE 30

Display the slide. Here is our old friend, a version of Task 2. From now
on we’re going to call it Finding the Best Box. When
you read Handout 2-16, you’ll see that it is embedded
in a slightly more elaborate context than we’ve seen
before.
For one thing, there’s a lot more specifics about the

report that you are to write. All that is part of creating
the context, making the task realistic for the students.
And it is also part of making the task challenging. You
not only have to solve the problem, but you have to
explain and justify your solution.

SLIDE 31

Display the slide and ask Before we start working on this problem we’re going
someone to read the information. to watch a video clip that shows an eighth grade
teacher introducing this problem to a classroom
consisting almost entirely of English language
learners.
This slide tells us a little about the context, the

classroom and the teacher we are going to be
watching.

SLIDE 32

Display the slide. In order to engage English language learners, a
problem needs to be introduced in a context that is
After explaining the assignment, relevant and meaningful for them, and that invokes
view the video called Video 2#1. their prior knowledge, and gives them a concrete
Make sure you have a good set mental model of the context for the problem, so they
of external speakers so people will have a sense of where to start.
can hear what the teacher says.
Use Handout 2-17 to take some notes as we watch
the clip. We’ll watch it twice so that you have time to
think about it. Then we’ll take a few minutes to talk
about how this teacher introduced the problem.
I’m going to tell you one fact about the video. Ms.
Legault (pronounced “luh-go”) is the school’s
principal. As you watch I want you to take notes on
the handout. On the left write down as much as you
can about what the teacher does to engage her
students . On the right, write down what you wonder
about.

SLIDE 33

Display the slide Turn and Talk with a partner. Share what you have
both written.
Give people a chance to finish (after a few minutes)

writing their notes before
beginning the sharing. Let’s go around the room and I’ll ask each of you to
say one of the specific things you noticed about how
the teacher created a context for her students. Try to
say something that has not already been said. If you
don’t have anything to add, you can pass.
(After everyone has had one turn)
Now I’d like each of you to share one of the things

you wondered about as you watched. We’ll go around
in the opposite direction. Try to say something that
has not already been said. If you don’t have anything
to add, you can pass.

SLIDE 34

Display the slide. Now that we’ve viewed the video, we’re going to
begin thinking about the problem ourselves.
The information on this slide is also contained on

handout 2-16.
I’d like a volunteer to read the problem as posed on

the slide.

SLIDE 35

Display the slide. I’d like another volunteer to read the specific
questions asked for in the report.
At this point most teachers would hold a brief

discussion with their classes to make sure that
students know exactly what they are expected to do,
and have a pretty good idea of how to go about it.
HOWEVER, such a discussion often involves just a

few of the most attentive students, and leaves the
others out—especially English language learners.
Instead we are going to use a structured process to
make sure that all students participate in thinking
about the problem and planning for solving it.

SLIDE 36
TALKING POINTS
This pre-planning activity we call “unpacking the problem”
models one effective way to scaffold a planning process for
English language learners.
Focusing separately on
the specific information given in the problem,

your prior knowledge that you can use to solve the
problem,
and what you need to find out,
helps you clarify your understanding of the problem before

starting to work on it.
When we share this information we will all have a jump start on

solving the problem, and no individual will be left wondering
what it’s all about.
Please take some time to read the problem and think about the
three questions on the slide.
ACTION
Display the slide
Here we begin the first step of the problem solving process:
unpacking the problem.

SLIDE 37
TALKING POINTS
Now please take a few minutes to write down on
Handout 2-19 all the specific information given in the
problem.
(after people have time to write)
We’re going to use a slightly different protocol,

Speak, Listen, Question and Respond. The protocol
is illustrated on the slide.
• When you are the speaker, read one item from
your list in Column 1.
• When you are the listener, listen to what the
speaker says; then choose one of the questions
from the first section of Handout 2-4, dealing with
“What specific information is given?”
• The speaker then responds to the question.
You can always choose a statement or question of

your own, but for English language learners,
providing specific pattern language, statements and
questions is necessary, especially when they are
learning to use academic English in their
mathematics classes.

TALKING POINTS
Then after the speaker has responded to the
question, and you are both satisfied, switch roles.
Continue until you have finished both your lists or
until it is time to move on.
Now we are going to Use a Round Robin protocol to

make a complete list. Each of you will add one item to
the list “SPECIFIC INFORMATION. If you don’t have
something new to add you can pass.
(After everyone has had one turn, ask)
Who has another item to add to the list?
ACTION
Display the slide.
MATERIALS
Have chart paper ready to take down the specific
information in the problem.
Chart the answers as they are given during the round

robin.

SLIDE 38
TALKING POINTS
We are going to use the same protocols, with the
same partners to answer the question, What Prior
Knowledge can we use to solve the problem?
First write down your own answers on Handout 2-20.
When you and your partner are both ready, use the
Speak, Listen, Question and Respond Protocol,
using the pattern language on the handout.
(after people have had a chance to write and talk)
Now let’s use a Round Robin protocol again to make

a complete list.
ACTION
Display the slide. We’ll start where we left off going around for the
previous question. Each of you will add one item to
Have chart paper ready to take the list “PRIOR KNOWLEDGE”. If you don’t have
down the prior knowledge that can something new to add you can pass.
be used to solve the problem.
(After everyone has had one turn, ask)
Chart the answers as they are
given during the round robin. Who has another item to add to the list?
MATERIALS
Chart paper and markers.

SLIDE 39
TALKING POINTS
Once again, we are going to use the same protocols,
with the same partners to answer the question, What
do we need to find out that will help us solve the
problem?
First write down your own answers on Handout 2-21.
When you and your partner are both ready, use the
Speak, Listen, Question and Respond Protocol, using
the pattern language on the handout.
(after people have had a chance to write and talk)
Now let’s use a Round Robin protocol again to make a

complete list.
ACTION We’ll start where we left off going around for the
Display the slide previous question. Each of you will add one item to
the list “FIND OUT”. If you don’t have something new
Have chart paper ready to take to add you can pass.
down what they need to FIND
OUT to solve the problem. (After everyone has had one turn, ask)
Chart the answers as they are Does anyone have another item to add to the list?
given during the round robin.

SLIDE 40

Have Now that we have identified all the specific
information in the problem, as well as our prior
MATERIALS knowledge that might be useful, and what the
You may want
problem is asking us to find out, its time to start the
problem solving process. All this information is
recorded and posted where everyone can see it and
make use of it.
This is another form of scaffolding that is very

important, especially for English language learners –
making all information visible to everyone. I’m going
to be stressing this as we work on the problem.
First find a working partner. If possible I’d like you to

connect with someone you haven’t worked with
before. The two of you will work together throughout
the rest of the process.
Now I want each pair to pick up some materials that

you may or may not choose to use. I’d like each pair
to have
 24 Starburst candies
 A centimeter ruler
 Graph paper
 Large post-its or stickies
 A calculator
(after people have settled down)


Have the following materials Next, look at Handout 22, Choose a Strategy. This is
available for each pair. Place the another useful way to scaffold problem solving for
materials soi that each pair can English language learners. These are generic. Not all
get their own. strategies will work for any given problem, but
 Starbursts: 24 candies for usually one or two will work, and give you a way to
each pair get started. The visual cues can help English
 A centimeter ruler language learners to remember the strategies.
 Graph paper Identifying specific strategies by name is also a good
 Large post-its or stickies meta-cognitive device. Later it can help you
 A calculator remember what you did first, second and so forth.
Post a blank chart on the wall Talk with your partner and think about which of these
with a narrow column headed strategies (if any) might help you get started. Keep in
“dimensions” and a wider column mind that this is just for getting started. You are not
headed “diagrams.” See the limited to your starting strategy. You can change
model on Slide 41. strategies later.
We are beginning the second

step of problem solving, Partial
Solutions.

SLIDE 41
TALKING POINTS
Before we start following the instructions on this chart
and beginning to gather data for our problem I want to
say one more thing about the process we are going to
use today.
We know that we are solving a complex problem with

many parts. For instance, we are asked to solve all the
possible boxes that can hold exactly 24 Starbursts.
We could have set this up so that each of you – or

each pair – had to solve the problem entirely by
yourselves. For some problems that is appropriate.
But for this problem, and for many complex problems,
a larger collaboration may be more appropriate. This
is the way that scientists, mathematicians, engineers,
others solve complex problems in the real world.
ACTION
Have So as you begin to gather data – in this case to find
different boxes that can hold 24 Starbursts, I want you
MATERIALS to do two things. I want you to make a diagram of your
You may want box on a large post-it. Use markers and make your
diagram large enough for people to see. Then I want
you to come up and post your diagram on this chart
where everyone can see it. I also want you to write
your dimensions, in centimeters, on the left column of
the chart.

TALKING POINTS
Write your dimensions and draw your diagrams dark
and large so that everyone can see what you have
done.
As you work, you can also keep track of information

on Handout 2-23. This is an option for you, if you
want to use it.
After you have found one box, continue to work on

finding others, posting them as you go along. After
every pair has posted at least one box, we will stop
and assess the information we have, look for
patterns, and try to decide whether, among all of us,
we have found all the boxes.
Now, before we start, are there any questions about

ACTION what you are to do or how to do it? Consider using
Display the slide. the chart in the Appendix of Workshop 1 to frame
Point out the chart that you your questions.
posted.
(after answering questions)
All right, get started.

SLIDE 42

Allow enough time for the pairs to At this point I want all of us to quietly look at the data
get started. and think about the questions on the slide.
After every pair has posted at Do you think we have found all the possible boxes?
least one box, and written its How many more do you think there might be?
dimensions on the chart, call the
group to order and ask everyone Don’t talk about this yet. We are going to use a
to gather where they can all see structured protocol to discuss this in small groups so
the chart. Don’t let anyone hang that everyone is involved.
back. It’s important that everyone
be able to see the data.
Now go back to your places and take a moment to
write your initial responses on Handout 2-24.

SLIDE 43
TALKING POINTS
Now that you have had a chance to write your initial
thoughts, we are going to discuss this in groups of
four.
I’d like each pair to meet with another pair to form a

team of four. You will continue to work in your pairs,
and also meet as a team from time to time.
I want you to follow the process on the chart, using

the pattern language and asking the questions on
Handout 2-24. We `are modeling a scaffolding
strategy that is important for English Language
learners as they are learning to use mathematical
language in the classroom and collaborate
intellectually with other students.
ACTION I’d like you to follow the process on the slide, taking
Display the slide. turns being the first speaker and using the language
on the handout.
Ask participants to form teams of
four (made of two pairs).
(Switch to next slide)

SLIDE 44
TALKING POINTS
The slide illustrates one way this conversation may
go. I’ll leave it up while you have the conversations in
your teams.
Remember, your goal is to reach consensus on the

question: How many more boxes do you think we
have to find?” And you need to explain your
reasoning. Anyone in your group should be able to
explain your reasoning.
There are two things that are important here in the

process.
I want you to take turns speaking. Go around the

circle, even if you have a burning idea that you need
to say, wait your turn. It’s difficult – we’re not used to
this – but I need to stress that we are practicing
ACTION
scaffolding strategies to use with English language
Display the slide.
learners. If we don’t use structured protocols and
practice pattern language, many English language
learners will drop out of the conversation and will
lose the opportunity to participate in high level
mathematical problem solving.
(After the groups have had a chance to reach

consensus)

TALKING POINTS
We are going to use a protocol, Numbered Heads, to
share the work of each group. Within your groups,
number off from 1 to 4. I will call on #3 in each group
to give us your group’s answer and explain your
reasoning. Later I’ll call on different numbers, so
everyone will have a chance to speak for your group
as we go along.
Cooperative learning doesn’t work unless a group

takes responsibility for making sure that everyone in
the group shares the same understanding. Also,
Numbered Heads (rather than asking for a volunteer)
makes it necessary for every member of a group to
be prepared to participate.
(call on #3 from each group to answer the question)

ACTION
Display the slide.
(If there is consensus among all the groups, call
attention to that. If not, clarify that not all groups
seem to agree.)

SLIDE 45
TALKING POINTS
Before we go back to finding more boxes, I’d like each
team to make a plan for how you will proceed as a team.
You may want to take another look at Handout 2-22,
Choose a Strategy, to see if that is helpful.
While you are doing this please continue to use the

protocol of going around the group, allowing each person
a chance to speak, to make a statement or ask a question.
Your goal is to come up with a plan that all four of you

agree upon to find all the remaining boxes. When you are
done, I’ll call on someone in each group to share your
plan.
(after all groups have agreed on a plan)
ACTION I’d like to call on all the #1s in each group to share your
Display the slide. plans. If you hear something in another group’s plan that
you think would be helpful, you are free to incorporate it
in your plan.
MATH NOTE: At this point someone may have observed

that all the dimensions have to be factors of 96 cm3 – the
volume of 24 Starbursts. If not, don’t bring it up. You’ll
have another chance to think about that in a later slide.

SLIDE 46
TALKING POINTS
OK, now it’s time to go back to work, using your
plans, you can work in pairs, sharing in your teams,
as needed.
In a few minutes we’ll get back together to share

what we have found out and decide whether we have
found all the boxes.
ACTION
Display the slide.

SLIDE 47

Display the slide. Now I’d like all of us to look at all the data on our chart. We
now have lots of boxes posted. We are trying to decide if we
Gathered the group where have found them all or if there might be any more. We need
everyone can see the chart. to be confident about this in order to write our report to Out
of This World Candies.
NOTE: Use this slide only if the
pattern, that the product of all the Are there any patterns we can see that can help us decide
dimensions equals 96, has not whether we have found all the boxes? In a moment I will ask
yet been discovered. If you to discuss this in your teams.
participants are already working
with this concept, you can skip After you have looked at the data, please return to your
this slide and Handout 2-25. Just teams and discuss this, using the same round robin protocol
call people’s attention to the slide to make sure that everyone participates. You can use the
and handout, and tell them that questions and the data on Handout 2-25 if you find them
we have already discovered the helpful.
pattern that this slide is helping
us to see. In a few minutes I will be calling on someone from your team
to share what you have discovered.
(after the teams have all conferred)
Now I am going to call on person #4 on each team to share

what your team came up with.
MATH NOTE: Groups may have fund and described a number

of different patterns. All of them can be helpful in reaching a
solution. However, your goal – as teacher/facilitator – is to
make sure that the idea that all dimensions have to be
factors of 96, is articulated. Again if this has already come
up, you can go on.
SLIDE 48

Display the slide. Once again I’d like you to talk in your teams. Review
the data and answer the question, Have we found all
the possible boxes?
Make sure that everyone on your team has a chance

to speak as you go around the team speaking,
listening, asking questions.
Your goal here is to make an argument that convinces

everyone on your team that you have fund all the
boxes. Most importantly, you need to be able to
eventually convince your employer, Out of This World
Candies, that you have satisfied their requirement to
find all the boxes.

SLIDE 49

Display the slide. Now we are going to decide as a group if we have
found all the boxes, if we can make a convincing
Make sure the question of argument that convinces everyone here that we have
whether we have found all the found them. If not, it’s back to work and trying to find
possible boxes is resolved before more boxes.
going on to the next slide.
So now I am going to call on person #2 in each team

to share your team’s conclusion and reasoning.
Notice that this is the fourth time we have shared
findings from each tem, and this is the fourth person
called on to be the spokesperson.
(after each team has shared)
Now are we all convinced? If there is any team that is

not convinced, now is the time to make your case.
Remember, even though we are working in pairs and
teams, now we are working with the whole group as a
team. We are not finished until everyone is convinced
and everyone can make the argument.


Display the slide. Take a moment to write down your conclusions
individually. How many boxes are there? Why are you
Make sure the question of sure that these are all the possible boxes?
whether we have found all the
possible boxes is resolved before SIDEBAR MATH NOTE: The problem and solutions
going on to the next slide. are described fully in the appendix to this guide. The
answers to this particular question are provided here
to help you in your work as teacher/ facilitator.
There are two potential boxes Dimensions of Box in cm.

with volume 96 cm3 that (the product, h x w x l) must equal
cannot hold 24 Starbursts, the volume, 96 cm3)
because of the size of each 1 x 2 x 48
Starburst: 1 x 1 x 96 and 1 x 3 1 x 4 x 24
x 32. If anyone proposes these 1 x 6 x 16
as possible boxes, ask
1 x 8 x 12
participants to try to arrange
Starbursts to fit in each box. 2 x 2 x 24
They will not be able to fit in 2 x 4 x 12
these two boxes. 2x6x8
3 x 2 x 16
3x4x8
4x4x6

SLIDE 50

Display the slide Now that we have decided that we have found all
eleven of the possible boxes, we need to turn to the
This may be a good time to take next requirement of the problem. We need to find the
a brief stretch break. least expensive box.
I’d like you to think about this individually and writer

your answer on Handout 2-26, before discussing it in
your teams.

SLIDE 51

Display the slide. We are now going to talk in our teams to decide how
we will determine the least expensive box.
Please use the same protocol we have used before.

The first speaker should use the pattern language
that is on the slide and on Handout 2-26:
“To find the least expensive box I suggest that we

___________ because ______.”
Remember, we are solving a complex math problem

and practicing strategies – including using pattern
language and scaffolding questions. So use the
scaffolding questions on the handout as you discuss
this question.
(after teams have met)
Now I’d like us to share plans for finding the least

expensive box. I’ll call on person #1 in each team to
tell us what your team decided.

SIDEBAR MATH note for SLIDES 51 & 53
The least expensive box – assuming all are made with the same materials – is the one
with the smallest surface area. Basically, the surface area of a box is the sum of the
areas of each face of the box. Because of the symmetry, the surface are is twice the
surface are of the top and two connecting sides. The process of finding surface area
is described in more detail in the appendix.
Dimensions of Surface Area of Box in cm2

Box in cm. SA = 2 x (h x w + l x w + l x h)
1 x 2 x 48 2 x (2+ 96 + 48) = 292 cm2
1 x 4 x 24 2 x (4 + 96 + 24) = 248 cm2
1 x 6 x 16 2 x ( 6 + 96 + 16) = 240 cm2
1 x 8 x 12 2 x ( 8 + 96 + 12) = 232 cm2
2 x 2 x 24 2 x (4 + 48 + 48) = 200 cm2
2 x 4 x 12 2 x (8 + 48 + 24) = 160 cm2
2x6x8 2 x (12 + 48 + 16) = 152 cm2
3 x 2 x 16 2 x (6 + 32 + 48) = 172 cm2
3x4x8 2 x (12 + 32 + 24) = 136 cm2
4x4x6 2 x (16 + 24 + 24) = 128 cm2
Someone in the group may assert –without doing calculations – that the box with the
smallest surface area is the one that is most compact, closest to a cube. A convincing
argument to prove this is beyond the scope of middle school mathematics.
In this case the most compact box is the one with the smallest differences among all
three dimensions.
If someone makes that argument, treat it as a conjecture. Ask them how they could
convince everyone in the group – and Out of This World Candies – that this is true.
One sure way to verify or disprove the conjecture is to calculate all the surface areas.
As participants do that they may notice the pattern that the more spread out the box
is, the higher the surface area, the more compact, the lower the surface area.
This pattern verifies the conjecture or this case. If someone says this proves the
conjecture, you may want to point out that it does not prove the conjecture is true for
all possible boxes with all possible volumes.

SLIDE 52

Display the slide while people work. Now it’s time to complete the work of finding the least
expensive box.
(when the groups are done)
I’d like to ask each group what you have come up with
for the least expensive box. I’d like the #4 person in
each group to report what you have found, and how
you know it is least expensive.
After each team reports, I’d like members of the other

team to ask clarifying questions to help make sure
that the reporting team’s ideas are complete and are
expressed so that we can all understand them.
Our goal here is to be able to conclude as a group –

with everyone agreeing – that we have finished this
part of the problem with confidence that our report to
Out of This World Candies will be correct and
complete.
I want to make sure that everyone “signs off” on the

mathematical work we have done so far. If there is
anyone here who does not agree or who cannot make
the argument for themselves, we need to stop and
process this a bit more.
If we all agree and can make the argument we can
move on.

SLIDE 53
TALKING POINTS
Now it’s time to plan our final report to Out of This World
Candies. We are not actually going to take time to write the
report today. But we will take time for each team to plan.
You will notice there is a new element introduced here that

has not yet been part of our conversation. You are asked to
recommend a box to the company that you think would be
best for them to use. If it is not the least expensive box you
will need to give other reasons for your choice. Some
suggestions for helping you think about this are given on
Handout 2-27a.
First take a few minutes individually to read Handouts 2-27a

and write your own individual ideas on Handout 2-27b.
Now I’d like you to work in your teams to make one list that
you will share.
(after participants have finished writing)

ACTION
Display the slide.
MATERIALS
Provide chart paper and
markers to each team.

TALKING POINTS
Now take a moment to work in your teams to come up with
a combined list of what should be in your report.
I’d like you to write your list on chart paper to share with
the rest of us.
(after teams have their lists posted)
I’d like us to go around and look at all the lists that have
been posted. After we have looked at all the lists, We’ll go
back to each chart and have a chance to ask a question or
two to the team that posted the list.
ACTION
Display the slide.
MATERIALS
Provide chart paper and
markers to each team.

SLIDE 54

Display the slide. We have now completed our work of doing mathematics, except for
one thing – a step that is so often left out in classrooms. It’s time to
MATERIALS reflect on what we have learned about the mathematics about the
Have chart paper ready processes we have used and about using activities like this with
labeled “Mathematical English language learners.
Reflections.”
For now, we are going to say goodbye to our teams of four and go
back to work in the pairs we started with.
First we are going to reflect about the mathematical content. We will

use the process Think Write Pair Share.
Take a few moments to think about the questions on the top part of
Handout 2-28. Then write your answers.
When you are both ready, talk over what you have written. Take
turns listening to each other and then, after the first person has
finished, responding to what he/she has said. Then follow the same
process with the other partner. Later I will ask you to share
something your partner said.
(after the teams have had time to talk)
Now we’ll go around the room. I’d like each of you to share one
significant comment that your partner made. I will write a summary
of each comment on the chart so we can all have a record of part of
our group’s reflection. Please keep your statements brief – just try
to capture in a few words the highlights of one thing your partner
shared.

SLIDE 55

Display the slide. Now we will use the same Think Write Pair Share
protocol to reflect on the process we have used for
MATERIALS
solving this problem.
Have chart paper ready labeled
“Process Reflections.” (After people have had time to talk in pairs)
Once again we’ll go around the room to share some

of your process reflections. I’d like each of you to
share one significant comment that your partner
made. I will write a summary of each comment on the
chart so we can all have a record of part of our
group’s reflection. Please keep your statements brief
– just try to capture in a few words the highlights of
one thing your partner shared.

SLIDE 56

Display the slide Now we are going to think more specifically about
how this process was structured to serve as a model
MATERIALS for teaching high-level mathematics to English
Prepare three pieces of chart language learners.
paper labeled
“Question 1 -- High Level We are going to consider the three questions on the
Mathematics” slide. They are also on Handout 2-29.
“Question 2 – All Students
Engaged” These are three essential questions for lesson
“Question 3 – Scaffolding” planning for English language learners.

SLIDE 57
TALKING POINTS
ACTION
Up to now we have been thinking and reflecting about this problem
Display the slide.
primarily as learners. Now we are going to put on our teacher hats
MATERIALS and think about the process as teachers of English language
Post the chart paper learners. We will use the three questions one at a time.
labeled
“Question 1 -- High Our process will be the same; Think, Write, Pair, Share.
Level Mathematics”
First, please choose a different partner. Someone who was not on
your problem solving team for doing mathematics. You will work
together on these the questions.
The questions are on handout 2-29. But you will probably need more
space to write, so please use one sheet of paper for each question.
Take sometime to think about Question 1. It is mainly concerned with

how learners are engaged in high-level mathematics. Write out your
preliminary answers. When you are both ready you can discuss them
with your partner.
(after the partners have talked)
Now we will go around the room again. We are answering Question 1,

How does this lesson ensure that English Language learners are
engaged in high-level mathematics?
I’d like each person to share just one thing from your own list. When
it is your turn please share something that has not already been
shared. If you have nothing different to add, you can pass. I’ll write
the ideas on the chart and we’ll keep going around until we’ve gotten
all the ideas out.
SLIDE 58

Display the slide. Now we will consider question 2. How does this lesson
ensure that all students are engaged at all times
MATERIALS throughout the learning process?
YPost the chart paper labeled
“Question 2 – All Students Our process will be the same; Think, Write, Pair, Share.
Engaged”
You will work with the same partner.
Please use a new sheet of paper for question 2.
Take sometime to think about the question. Write out

your preliminary answers. When you are both ready you
can discuss them with your partner.
Now we will go around the room again. We are answering

Question 2, How does this lesson ensure that all
students are engaged at all times throughout the learning
process?
I’d like each person to share just one thing from your
own list. When it is your turn please share something
that has not already been shared. If you have nothing
different to add, you can pass. I’ll write the ideas on the
chart and we’ll keep going around until we’ve gotten all
the ideas out.

SLIDE 59

Display the slide. Now we will consider question 3 which is mainly
concerned with how the lesson scaffolds the learning
MATERIALS
for English language learners.
Post the chart paper labeled
“Question 3 – Scaffolding” Our process will be the same; Think, Write, Pair,
Share.
After the workshop have all
five reflection charts typed up You will work with the same partner.
and mailed or emailed to the
participants. Please use a new sheet of paper for question 3.
Take sometime to think about the question. Write out

your preliminary answers. When you are both ready
you can discuss them with your partner.


Display the slide. Now we will go around the room again. We are
answering Question 3, How does this lesson support
MATERIALS
English language learners learning mathematics in the
Post the chart paper labeled middle grades, without simplifying the problem, telling
“Question 3 – Scaffolding” them what to do, or telling them the answer?
After the workshop have all I’d like each person to share just one thing from your
five reflection charts typed up own list. When it is your turn please share something
and mailed or emailed to the that has not already been shared. If you have nothing
participants. different to add, you can pass. I’ll write the ideas on
the chart and we’ll keep going around until we’ve
gotten all the ideas out.
Finally, we have completed our process of doing

mathematics and reflecting on it. Our five sheets of
chart paper are an excellent record of what we have
learned – as teachers—from this experience. I will get
these charts typed up and emailed to you so you can
have a copy of this valuable record of our experience
today.

SLIDE 60

Display the slide. Now after a short break we are going to shift gears
again to think about how we can make sure that our
classroom activities are introduced and kept at a
high-level of cognitive demand.

SLIDE 61

Display the slide. Now please take a moment to skim Handout 2-30, a
rubric we will be using in a moment to categorize
mathematical tasks. We will be using this rubric
throughout the rest of the workshop.

SLIDE 62

Display the slide. Please read this slide to yourselves.
(after a pause)
In the last section of the workshop we are going to

focus on three major points:
1. Analyzing a mathematical task to determine the

level at which it is written,
2. Taking a task written at a low level of cognitive
demand and rewriting it to “bump it up” to a
higher level to make it more interesting, more
challenging, and
3. Making sure that when use high-level
mathematical tasks in our classrooms we do
not simplify it so much, in order to “help” our
students, that it becomes a lower level task.

SLIDE 63
TALKING POINTS
Please follow the instructions on the slide and use
the rubric to determine the level of each task.
ACTION
Display the slide.
Allow time for participants to

read, think and write.

SLIDE 64
TALKING POINTS
Please form teams of three.
Rearrange your seats so that everyone in your team

is equidistant from everyone else.
ACTION
Display the slide.
Allow time for people to form their

groups of three before going on.

SLIDE 65
TALKING POINTS
We will be using the Final Word protocol to discuss
this in our teams.
You have used this before and the instructions are on

the slide.
Each of you will lead the discussion. Remember that

the first speaker for each task gets the final word.
When you have had time to discuss all three tasks, we

will share what you have decided and why
(after participants have had time to focus on all three

tasks)
ACTION
Display the slide.
After participants have finished Now we will use a Numbered Heads protocol to share
discussing the three tasks, use Number what we have decided.
Heads to call on someone from each
team to report on their team’s decisions. I’ll call randomly by number on someone in a team to
Repeat for all three tasks, A, B and C. report on what your team decided. Then I’ll ask
whether the other teams agree with the person I
NOTE: TASK B is written at Level 1, called on.
Task A at Level 2, and Task C at Level 3.
If teams disagree with each other, give We’ll use the same reporting process for all three
people time to return to their teams to tasks.
discuss this so that everyone can reach
consensus.
SLIDE 66

Have As teachers we are not limited to always using a task at
the level it was written. The cognitive demand of a task
MATERIALS
can be modified so that students experience it at a
Display the slide. higher level.
You’ll need chart paper to record Start with Task B. In your teams I want you to
people’s ideas for modifying Task brainstorm at least 3 ways that the task can be raised to
B. a higher level. You can write your suggestions on
Handout 2-32.
(after teams have had time to discuss)
I’ll call on one person from each team to give one of

their suggestions for raising the level of Task B. If all of
your team’s suggestions have already been made you
can pass.
I’ll chart your suggestions as you make them. We’ll

continue until we have all the suggestions written
down.

SLIDE 67

Display the slide. Now let’s go on to Task A. In your teams I want you to
brainstorm at least 3 ways that the task can be raised
MATERIALS to a higher level. You can write your suggestions on
You’ll need chart paper to record Handout 2-32.
people’s ideas for modifying Task
A. (after teams have had time to discuss)
I’ll call on one person from each team to give one of

their suggestions for raising the level of Task A. If all
of your team’s suggestions have already been made
you can pass.

continue until we have all the suggestions written
down.

SLIDE 68
ACTION
TALKING POINTS
Display the slide.
Sometimes tasks high level tasks are simplified to reduce
MATERIALS their cognitive complexity. Usually this is not a good idea. It
You’ll need chart paper to record takes away students’ opportunities to learn high-level
people’s ideas for simplifying mathematics. It is also more boring to most students. They
Task C. resist learning what to us appear to be easy problems,
which makes us reluctant to give them more challenging
ones. Research shows that with the proper support,
students are more willing to engage in problems that are on
a high cognitive level, learn better and retain more of what
they learn.
We are now going to examine ways to simplify Task C, so

that we can be aware of these when they happen
inadvertently so that we can forestall the inevitable
resistance and lack of engagement that such low level tasks
produce.
In your teams I want you to brainstorm at least 3 ways that

Task C can be simplified to make it a lower level task. You
can write your suggestions on Handout 2-32.
(after teams have had time to discuss)
I’ll call on one person from each team to give one of their
suggestions for simplifying the level of Task C. If all of your
team’s suggestions have already been made you can pass.

continue until we have all the suggestions written down.
SLIDE 69

Display the slide. Now we are beginning to consider what may be the
most difficult challenge of this workshop.
Ask someone to read the slide.
We are going to consider how teachers inadvertently
lower the cognitive demand thinking that they are
helping their students.
As we have said many times in this workshop, we

need to be able to scaffold challenging tasks without
simplifying them, telling students what to do, or
giving them answers.

SLIDE 70

Display the slide.
You may want to look at Handout 2-33, while we go
through the next sequence of slides.
These slides are based on research of the Quasar project

and many other mathematics education researchers.
Basically it is saying that students do not necessarily

experience a task they way it was intended by curriculum
writers or by teachers.
The next few slides show how a mathematical task as

implemented in the classroom can degrade from a high-
level to a lower-level task as teachers try to meet the
needs of their students.
The result: students often learn mathematics at a low-

level in the classroom even when the teacher’s original
intention is to help them learn high-level mathematics.
After the experience of Doing Mathematics in this

workshop, Handout 2-33 contains what is probably the
most important learning for you to take away from this
workshop.
Avoiding the pedagogical trap of over-simplifying tasks

for our students is perhaps the biggest challenge in
teaching high-level mathematics.

ACTION ALKING POINTS

Display the slide.
This challenge confronts some of our most cherished
beliefs and desires.
We want to help our students be successful and to avoid

frustration in learning mathematics
We will be examining this in more detail now and sharing

strategies for meeting the challenge instead of avoiding it.

SLIDE 71

Display the slide. After the slide has been read.
Ask someone to read the slide.
As I’m sure you can tell, it is the intention of this
workshop that as high a percentage of classroom
time as possible be spent on such high-level tasks.

SLIDE 72

Display the slide. (after the slide has been read)
Ask someone to read it.
This is the first step of the pedagogical trap. We
simplify an structure tasks for students so that they
will be successful in a shorter period of time and
avoid frustration.

SLIDE 73

Display the slide. Read this slide and think about the claim it makes
and the question asked.
Why do you think teachers commonly simplify

challenging tasks for English language learners?
Turn and talk with a partner about this.
(after pairs have had a chance to talk)
We’ll just take a minute or so for sharing why we

think this statement is true or perhaps you disagree.
I’ll just ask someone to start and we’ll go around.

SLIDE 74

Display the slide and ask someone (After the slide has been read)
to read it.
The issue raised by this slide is probably the most
difficult challenge faced by middle school math
teachers, and especially teachers of English
language learners. We all want our students to
succeed, and perhaps even more we want them to
feel successful. So we give hints and simplify their
tasks or structure their tasks for them, doing what we
think ensures that they will be successful with each
particular problem we assign them.

SLIDE 75
TALKING POINTS
ACTION
Display the slide. All too often we fail to realize that when we simplify
Ask people to read the slide silently. tasks we may be depriving our students of a more
long lasting, robust kind of success – the ability to
deal with mathematics problems at a high level.

SLIDE 76

Display the slide. Please think about this question, write your answer
and discuss it with your partner.
Ask participants to read it silently
and follow the instructions for a Then, for the sharing, I’m going to ask you to tell us
Think-Write-Pair-Share. something your partner said.
(after people have had time to think, write and pair-

share)
Now we’ll share some of what you discussed. I’m

going to ask several of you to tell us what your
partner shared about a time when they simplified a
task for their students.

SLIDE 77

Display the slide This slide and the next, reiterate the main points of
Ask different people to read the this section.
boxed text on the screen.

SLIDE 78
ACTION
Display this slide
Ask someone to read it.

Then continue to the next slide.

SLIDE 79

Display the slide Now we come to the last activity in this workshop.
Ask someone to read it aloud. We will now attempt to deal with this very critical
question.

SLIDE 80

Display the slide Throughout today’s workshop, and in Workshop 1,
we have been modeling ways to scaffold high level
Ask someone to read it.t learning of mathematics by English language
learners.

SLIDE 81

Display the slide. For the Doing Math section of this workshop, we all
worked through several stages of the high-level
MATERIALS mathematical task, Finding the Best Box. Now I’d like
Prepare a sheet of chart paper you to think about scaffolding that task for English
headed “Scaffolding for Finding language learners in your own.
The Best Box”
After the workshop, type up the You may use some of the scaffolding that you
list of suggestions a nd distribute experienced during this workshop. We will use the
them to participants. protocol Think-Write Pair Share one mote time.
(after participants have made their lists)
Now we will go around the room. I’d like each of you

to suggest one scaffolding support for English
language learners. I’ll chart the suggestions as you
say them. If all of the suggestions on your list have
already been made you should pass. We’ll continue
until all the suggestions have been made.
I will type up these suggestions and get them back to

you so we will all have a record of everyone’s
thinking.

SLIDE 82

Display the slide.
Handout 2-35 contains a list of suggestions from the
Workshop developers. Take a moment to compare this
with the list we all just came up with. You will have this
list –as well as our list to draw from as you think about
scaffolding high-level mathematical learning in your
classrooms.

SLIDE 83

Display the slide. In this and the next few slides we summarize the
main ideas we hope you will take away with you
Ask three different people to read today.
the questions.
First let’s re-read the essential questions for lesson
planning.

SLIDE 84

Display the slide. The content of this and the next few slides is in your
Read it to the group. packet as Handout 2-36. If you like you can follow
along as I read them.
These points, based on years of research with

mathematics teachers and students, apply to
teaching all middle grades students. But the are
especially significant for English language learners
because in so many classrooms they miss out on
opportunities to engage in high-level mathematics.

SLIDE 85

Display the slide. (after reading the slide)
Read it to participants.
We acknowledge that teaching high-level
mathematics to English language learners is a
challenge – juts as learning high-level mathematics is
a challenge for students.
Teaching mathematics at a high-level can be as

engaging and exciting as learning it is for students.

SLIDE 86

Display the slide. (After reading the slide)
Read it to the group.
An important thing to remember here is that you are
Remind teachers about any plans not alone in facing this challenge. You have each
that you have set up for them to other to draw on in the weeks and months ahead.
continue to collaborate after the Having experienced these two workshops, we hope
workshop. you will continue to collaborate as you bring this
work back to your classrooms.

SLIDE 87

Display the slide briefly. Finally we will ask you to take the last few moments
of this workshop to plan

SLIDE 88
TALKING POINTS
Write down one or more best practices from this
workshop that you plan to use in your classroom over
the next few weeks.
Then discuss it with a partner.
Handout 2-38 is available for you to document the

practice as you use it.
ACTION
Display the slide.

SLIDE 89

Leave this slide on the screen as Thank you so much for all the intelligence,
participants leave. professional expertise, energy, commitment and
patience you have used here today.
It will be very helpful to us if you will fill out the

Workshop Evaluation, Handout 2-39, before you
leave.

Turning Points Tool
Teaching
High-Level
Mathematics
to English Language
Learners
in the Middle Grades
APPENDIX
Background Information for
Doing Mathematics:
The Main Activity of the Workshop

Background Information for Doing Mathematics, the Main Activity
of the Workshop
This is a classic geometric problem that can help students develop and consolidate
Turning Points Tool
their understandings of basic concepts of two and three-dimensional geometry, and
Teaching
of how geometry connects to basic arithmetic.
High-Level
Mathematics
to English Language The problem statement (Participant Handout 2-16):
Learners
in the Middle Grades You and your teammates represent the Best Solutions Consulting Company. Out of
This World Candies has engaged you to solve the problem described in the
following memo:
To: Best solutions:

To: Best Solutions Consulting Company
From: Out of This World Candies
Re: Problem to be solved
Our company, Out of This World Candies, plans to sell our Starburst candies in a new
package containing 24 individually wrapped Starbursts. Your challenge is to find the
dimensions of the least expensive box that can hold exactly 24 Starbursts. *
Each wrapped Starburst has a square shape that measures 2 cm on a side and 1 cm high.
In your report we want you to tell us:
1. The dimensions in centimeters of all the possible boxes we can use

to package exactly 24 Starbursts.
2. The dimensions of the least expensive box for us to produce.
3. An explanation of your answers to parts 1 and 2.
4. A suggestion to us about which one, of all the boxes, you think would
be our best choice. We want to know why you think a particular box
is the best choice over all the others.
Analysis of the “Best Box” Problem:
The problem given is not difficult—but because it is complex and because

participants need to figure out for themselves what mathematics to use and how to
approach the problem, it provides a high-level of cognitive demand, even for
participants who are mathematics teachers.
The instructional approach suggested here for workshop participants models the
approach we recommend for use with English language learners. The work is
divided into three steps so that participants can share their mathematical thinking
and their plans at several points. Each step allows opportunities for participants to
work individually, in pairs and as a large group. They also allow you to assess the
progress of the participants and offer any scaffolding needed.

We also provide you with some mathematical information and questions that
can help you guide the participants if they need suggestions. After reading
through the problem and the facilitation suggestions, you should adapt this
Turning Points Tool approach to the group you are working with. Your two most important objectives
Teaching here are to engage the participants in a lively mathematical challenge; to
High-Level support them through protocols and questions in mathematical conversations
Mathematics
and thoughtful problem solving.
to English Language
Learners
• The basic mathematics of this problem is not difficult. Participants should
remember the basic formulas for calculating the volume of a rectangular
prism (V = L X W X H) and the area of a rectangle (A = L x W). They should
also be able to determine whether a number is or is not a factor of another
number.
• Finding possible boxes involves being able to stack Starbursts in

rectangular arrays and visualize and draw different ways that 24 starbursts
can be stacked to fit into a box.
• The least expensive box is the one that uses the smallest amount of
material. The surface area of a box is one way to measure the amount of
material—the amount of material needed to wrap around the Starbursts.
• The box with the smallest surface area is the one with the most compact
dimensions. The smallest box has dimensions 4 cm x 4 cm x 6 cm and a
surface area of 132 cm2. This corresponds to four layers of 6 Starbursts,
each layer being a 2 x 3 array of Starbursts. In comparison, the most
spread out box with dimensions 1 cm x 2 cm x 48 cm, has the largest
surface area, 292 cm2. This corresponds to a single row of 24 Starbursts.
• Calculating surface area is simply a matter of adding up the areas of the six
rectangular faces making up a particular box.
• Probably the most difficult part of the problem is being able to develop a
systematic way of organizing data about different boxes in order to
determine whether they have found all the possible boxes (there are ten
different possible boxes). It involves keeping systematic records of each
new arrangement, and determining whether it fits into a different-sized than
any previous arrangement.
One way to find all the boxes is to systematically make stacks of Starbursts
arranged in rectangular prisms until no more can be made. Start with all the
stacks that are 1 cm high. Make all the possible prisms. Then make a stack 2
cm high and do the same. Continue with 3 cm and 4 cm. Participants who
continue to stack Starbursts 6 cm high and 8 cm high will discover that the
dimensions of the prisms they find are the same as ones they found using
stacks with lower heights. Participants will probably not realize this until they
build all the possible stacks, the highest one being 24 cm high. (Dimensions 2 x
2 x 24.) This has the same dimensions as a stack 2 cm high and 12 Starbursts
long:

• An excellent way to find out whether all possible boxes have been found is to
use the fact that all the dimensions (lengths, widths, heights) must be
integers. The volume of a single Starburst (1 cm x 2 cm x 2 cm) is 4 cm3, the
Turning Points Tool volume of 24 Starbursts is 96 cm3. Therefore only integers that are factors of
Teaching 96 can form boxes that hold 24 Starbursts.
High-Level
Mathematics One way to prove this is to choose a length that is not a factor of 96, for
to English Language example, 10. Since 96/10 = 9.6, at least one of the other dimensions must
Learners be a fraction since 10 x W x H must equal 96. But we know that all the
in the Middle Grades lengths must be integers, so 10 cannot be the length of a box. The same
will be true of any number that is not a factor of 96.
The factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48 and 96. So the
boxes that can hold 24 Starbursts are limited to all the possibilities for
which 3 of these numbers multiply to 96. For example, 3 x 4 x 8 (this could
be a 2 x 4 array of Starbursts stacked 3 layers high). Not all factor
combinations will result in a box that can hold Starbursts. For example a
box with dimensions 1 x 1 x 96, is too thin to hold any Starbursts; a box
with dimensions 1 x 3 x 32 can only hold 16 Starbursts, with 8 Starbursts
left over that can’t be fit into a space that measures 1 x 1 x 32.
The following table shows all possible boxes and their surface areas.
Dimensions of Box in cm. Surface Area of Box in cm2

(the product, h x w x l) must equal the SA = 2 x (h x w + l x w + l x h)
volume, 96 cm3)
1 x 2 x 48 2 x (2+ 96 + 48) = 292 cm2
1 x 4 x 24 2 x (4 + 96 + 24) = 248 cm2
1 x 6 x 16 2 x ( 6 + 96 + 16) = 240 cm2
1 x 8 x 12 2 x ( 8 + 96 + 12) = 232 cm2
2 x 2 x 24 2 x (4 + 48 + 48) = 200 cm2
2 x 4 x 12 2 x (8 + 48 + 24) = 160 cm2
2x6x8 2 x (12 + 48 + 16) = 152 cm2
3 x 2 x 16 2 x (6 + 32 + 48) = 172 cm2
3x4x8 2 x (12 + 32 + 24) = 136 cm2
4x4x6 2 x (16 + 24 + 24) = 128 cm2
From the table we can see that the box with the smallest surface area is the one
whose dimensions are closest to a cube, 4 x 4 x 6. This is analogous to the
situation in two dimensions: the shape with the smallest perimeter for a given
area is a square.
It is impossible to construct a cubic box for Starbursts with a volume exactly 96

because the cube root of 96 is not a whole number.

Note: there are boxes possible with Starbursts stacked to heights greater than 4,
but all such boxes have dimensions that are already on the list. For example,
there are three possible boxes with a height of 6 cm: 6 x 4 x 4, 6 x 2 x 8 and 6 x
Turning Points Tool 1 x 16, all of which are already represented on the list.
Teaching
High-Level Put another way, for any heights larger than 4, either the height is not a factor of
Mathematics
96 (5, 7, 10, etc.) or one of the other factors must be 4 or less, in which case the
to English Language
box will duplicate one of the ones already listed. For example, if you started with
Learners
in the Middle Grades height = 6, 96 ÷ 6 = 16, so that the other two dimensions have to be factors of
16: 1 x 16, 2 x 8, or 4 x 4. Starting with 8, 96 ÷ 8 = 12, so the other dimensions
must be factors of 12: 1 x 12, 2 x 6 or 3 x 4. And so on.
NOTES FOR STEPS OF THE PROBLEM
Step 1 – Unpacking the Problem (Slides 34-39) Participants decide what they
already know that will help them solve the problem; What they need to find out;
and what the constraints (givens) of the problem are. Individuals share their
information with the whole group. This information is posted on three large
pieces of chart paper so that everyone has the same information about the
problem.
Step 2 – Partial solutions (Slides 40-43) Participants divide into pairs and
each pair finds one way to put 24 Starbursts in a box. Groups share their results
by drawing a sketch of one box on 8-1/2 by 11 paper, and posting their sketch
and its dimensions. Participants think about how many more boxes might be
possible.
Step 3 – Completing the Solution (Slides 44-52). Participants work as teams

to develop their plans for finding all the boxes. When the groups compare results
they have to decide as a group whether there are any additional possibilities.
Then they work out a plan for calculating the surface area of every possible box
in order to find the least expensive box.
Reflecting on the Problem (Slides 53-58). Participants answer a series of

questions, reflecting on the process of problem solving, on the mathematics they
used to solve the problem, and on how they would adapt the problem for English
language learners.
Background Notes for step 1:

Here are some sample answers for Handout 2-2.
Participants do not need to list everything in the table below in order to start
solving the problem. The most important items – for being able to move ahead
and begin solving the problem are the items in bold face. All the other items are
significant, but they can be discovered while solving the problem.
• If participants do not use the term “rectangular prism” you can ask: Does
anyone know the mathematical name for a standard every day kind of box?
• If participants do not mention the units of volume and area, you can ask:
What are the units that we use to measure volume for this problem? And,
What are the units that we will use to measure area for this problem?

What do we need to
What specific What PRIOR KNOWLEDGE FIND OUT that will
Turning Points Tool information is GIVEN in can we use to solve the help solve the
Teaching the problem? problem? problem?
High-Level
Mathematics
to English Language
Learners
• Each Starburst • The shape of a Starburst • The volume of a
has dimensions 1 is a rectangular prism Starburst
cm x 2 cm x 2 cm • A box that can hold • The volume of 24
• A box must hold Starbursts is a Starbursts
exactly 24 rectangular prism. • The dimensions
Starbursts. It can’t • How to draw a sketch of all the
be larger or of a rectangular prism possible boxes
smaller • Volume measures the that can hold
amount of material that exactly 24
• can fill something a Starbursts.
three-dimensional • A strategy or
shape. Volume is system for
measured in cubic units making sure we
• The volume of a box in have found all
cubic centimeters possible boxes.
(cm3) is the length x • The surface area
width x height of every box to
• Area measures the find the one that
amount of material that uses the least
can cover a flat surface. material.
It is measured in square
units.
• The area of a
rectangular surface in
square centimeters
(cm2) is the length x
width
• There are several ways
that 24 Starbursts can be
arranged in layers to fit
in a box.
• The surface area of a
box will determine the
amount material
needed.
• The least expensive box
will be the one that uses
the smallest amount of
material.
•

Background Notes for step 2
In order to finding the dimensions of a box that can hold 24 Starbursts participants
must be able to visualize and/or draw an arrangement of Starbursts that form a
rectangular prism, for example, spreading them out flat in a rectangle 6 Starbursts
Turning Points Tool long, 4 Starbursts wide and 1 Starburst high. Such a rectangle will have L= 12 cm,
Teaching W = 8 cm, H = 1 cm; a volume of 12 x 8 x 1 = 96 cm3, and a surface area of 2 x
High-Level (12 x 8 + 12 x 1 + 1 x 8) = 2 x 116 = 232 cm2.
Mathematics
to English Language
Participants will need to draw a representation of the box, something like this:
Learners
Once each group has come up with one possible box, there should be several
possibilities displayed publicly for all to see.
This is a critical moment in the problem solving process. Your goal is to have the
group articulate the idea that there must be some more possible boxes, because
there are several different ways to arrange the Starbursts so that they form a box
shape.
The Facilitator’s Notes for Slide 17, provide specific directions and talking points
for helping this happen.
Background Notes for Step 3.

Step 3 has two parts, making sure that the group has found all possible boxes, and
can justify that, and helping them realize that the cheapest box is the one with the
smallest surface area.
One important idea that can needs to be brought out during this step is the need
for a system—both a way to keep track of all the boxes in such a way that the
dimensions are easy to compare, and a way to divide the work of finding boxes
among the different teams or pairs.
The second idea that is helpful to bring out at this stage is the idea that all the
boxes that can hold 24 Starbursts have the same volume, 96 cm3, and all the
possible dimensions for boxes (that is length, width or height) must be factors of
96.
Finally, you may need to help bring out the idea that the least expensive box is the
one with the smallest surface area. Dividing the work of calculating surface area
among all the groups is also helpful here.

Math For ELL Students Workshop 2 Facilitator's Guide

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Math For ELL Students Workshop 2 Facilitator's Guide

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FACILITATOR’S GUIDE

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

Dr. Sara Freedman, Project director

© Copyright 2009 Center for Collaborative Education/Turning Points

General Overview of Workshop 2*

Agenda/Suggested Timeline for Workshop 2

Layout of Facilitators’ Notes for Each Slide

Facilitator’s Notes for Workshop 2 by slide

Appendix: Background Information for Doing Mathematics, the

© Copyright 2009 Center for Collaborative Education/Turning Points

In preparation for Workshop 2,

© Copyright 2009 Center for Collaborative Education/Turning Points

In workshop 1, participants learned:

Workshop 2 will focus on what we mean by high-level mathematics, why it is

In workshop 2, participants will learn:

During Workshop 2, participants will learn our definition of high-level

Overview of Workshop Activities

Workshop Section 1: Introduction

There are three main experiences in the workshop.

© Copyright 2009 Center for Collaborative Education/Turning Points

There are three main experiences in the workshop.

Workshop Sections 2 and 3: Understanding cognitive demand and

Workshop Sections 2 and 3: Understanding cognitive demand and

Workshop Sections 4 - 8. Doing Mathematics

© Copyright 2009 Center for Collaborative Education/Turning Points

Workshop Section 9. Keeping Classroom Activities at a High Level of

This section of the workshop allows participants to focus on an important

In contrast, we advocate presenting English language learners with rich,

This part of the workshop takes approximately one hour to complete.

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

INTRODUCTIONS and WARM UP •Introductions/Review of Slides 1-9

20 minutes Format: Individual, Pairs,

BIG IDEAS • Quasar project quote/ Slides 10-16

COMPARING TWO TASKS Linguistic, math, cultural Slides 17-25

DOING MATHEMATICS - INTRODUCTION • Classroom video Slides 34-39

25 minutes Format: Individual, Pairs, Handouts 2-18 - 2-21

DOING MATHEMATICS - STEP 1 Unpacking the problem Slides 34-39

(2 hr 35 minutes) Format: Individual, Pairs,

30 minutes (3 ht 05 minutes total)

DOING MATHEMATICS - STEP 2 • Partial solutions Slides 40-43

20 minutes Format: Individual, Pairs, Handouts 2-22 - 2-24

DOING MATHEMATICS - STEP 3 • Completing the solution Slides 44-52

REFLECTING ON DOING MATHEMATICS Reflecting on the Slides 53-58

Format: Individual, Pairs,

KEEPING CLASSROOM ACTIVITIES AT • Classroom video Slides 59-84

Format: Individual, Pairs,

© Copyright 2009 Center for Collaborative Education/Turning Points

☛ Number of slide SLIDE 1

☟ Handout for slide ☟ Picture of slide

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

Whenever we will be using a handout, its number will

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

It is amazing how such a simple practice - making sure

© Copyright 2009 Center for Collaborative Education/Turning Points

ACTION TALKING POINTS

This is a good time to let

Let participants know any norms