Math Language  
Resource Guide 
 

Leah Welsh 
Graduate student & ESL Teacher 
Spring 2020 
 
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Table of Contents

Introduction to this Guide………….…………..…..….………………………...….……………..2

Common Core Math Standards for Second Grade ………..…………………...……..…………..3

Links to Resources………………………………......…………………………...………………..4

1. Engage NY Multilingual Materials………..………………………...…...………………..5

2. Granite Schools Math Vocabulary

Cards……………………….…………………………6

3. Reading A-Z Math Content Stories………..………………………..…...………………..7

4. K-5 Math Teaching Resources………....…..………………………..…...………………..8

5. Math Discourse Cards………....…..………………………..…...………………………...9

6. PBLWorks!.........................................................…….……...…...………...……………..1

7. Prodigy Role-Playing Game………....…..……………...…………..…......…………….11

8. Flocabulary………...……………………......…………………………...………………12

9. Colorín Colorado: Language Objectives…………………...…………………………....13

10. ​The Problem with Math is English​…………………...………………………….............14

References……………………………………………………………………….……………….15
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Introduction to this guide
The purpose of this guide is to help math content area teachers support the language

development and content development of emergent bilinguals. For the resources that are

familiar to math teachers, I hope to highlight how these tools can be used to support language

development for emergent bilinguals. Through this guide, I hope that math teachers can find

new tools to support language development, in addition to realizing how familiar tools can be

used in a new way to support content language development.

While many of these resources can be used across multiple levels, with varying levels of

scaffold and support, I sought to find 2 resources that are a comfortable fit for each individual

level. For each resource, I provide a general overview of what the resource is, how it can be

implemented to promote language development, and the level for which the resource is

appropriate. I also tried to include visuals to help show clear examples of the resource. While

most of the resources are student-facing, I also included two resources to guide teachers as they

plan language-informed mathematics instruction.

A factor in the creation of this guide is my own experience. My first teacher training

program (social studies education) did not provide much guidance on how to teach emergent

bilinguals. I left my teaching program thinking that bilingual dictionaries and more pictures

would support emergent bilinguals in a content classroom. Unfortunately, my previous lack of

experience in language development is not uncommon. While mainstream teachers are teaching

emergent bilinguals more than ever, only 12.5% of surveyed teachers received more than 8

hours of professional development dedicated to teaching emergent bilinguals (deJong & Harper,
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2005, p. 101). With this guide, I hope to provide guidance to math teachers who are striving to

incorporate language development into their math classrooms.

Common Core Grade 2 » Mathematics Overview

Operations and Algebraic Thinking
● Represent and solve problems involving addition and subtraction.
● Add and subtract within 20.
● Work with equal groups of objects to gain foundations for multiplication.
Number and Operations in Base Ten
● Understand place value.
● Use place value understanding and properties of operations to add and subtract.
Measurement and Data
● Measure and estimate lengths in standard units.
● Relate addition and subtraction to length.
● Work with time and money.
● Represent and interpret data.
Geometry
● Reason with shapes and their attributes.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make ​use of structure.
8. Look for and express regularity in repeated reasoning.
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Click the Common Core logo to see the 2nd-grade math standards

Click the photos to access the links to the resources

Granite Schools Math Vocabulary Cards

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K-5 Math Teaching Resources

Engage NY Multilingual Materials  

Teachers and families can use the Engage NY multilingual materials to support students’
math development. The Engage NY website features problem sets, quizzes, answer keys, and
additional resources in Spanish, Chinese, Arabic, and other languages. The resources can be
searched by unit or by a cluster of Common Core Standards. Teachers can provide
Spanish-language resources to newcomers or Level 1 students who have reading and writing
capabilities in their native language. The materials can also be appropriate for students at higher
proficiency levels who practice homework in their native language with parents or guardians.
Schools can purchase physical workbooks in Spanish, though all of the resources are freely
available online.
There are many benefits to using Spanish-language resources in the math classroom.
First, providing Spanish math resources provides opportunities for primary language support.
Wright (2019) explains how “teachers can also make math comprehensible for ELLs with
primary language support” (p. 273). The Spanish-language resources also provide an opportunity
for translanguaging in the classroom. Translanguaging describes the practice of how multilingual
people utilize all of their language backgrounds to communicate effectively (Hesson et. al,
2014). By allowing students to draw upon their knowledge of math in multiple languages,
students can better access math content.
The Spanish-language resources created by Engage NY can also be helpful for families
and guardians of students. Families who do not speak English at home can often feel powerless
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when helping their students with homework (Colorín Colorado, 2015). However, by providing
multilingual resources, teachers and schools can help create an academic partnership with
families who may not speak English.

Excerpt from a Spanish-language Engage NY worksheet

Granite Schools Math Vocabulary Cards

The math vocabulary cards created by Granite Schools are a vocabulary resource for
elementary-aged students. Contrary to popular belief, math is not a universal language. Instead,
the language of mathematics poses challenges for emergent bilinguals. For example, “words such
as divisor, denominator, and quotient are rarely used outside of math, and many common words,
such as table, column, and face, have specific meanings in math contexts” (Wright, 2019, p.
271). To help students master the word-level language of mathematics, teachers can provide
explicit instruction in math vocabulary words. A Maths Dictionary is a resource that pairs
simple, kid-friendly definitions with visual supports. Students benefit from illustrated vocabulary
resources like word charts and word walls (Wright, 2019, p. 271).
The visual nature of these cards makes them extremely useful for students whose
proficiency is a level 1 on the WIDA scale. Level 1 students benefit from nonverbal ways to
show their understanding. Pointing to pictures that represent vocabulary words is a simple yet
useful strategy for helping level 1 students learn
academic language (Fairbairn & Jones-Vo,
2010, p. 95). For example, a teacher could
prompt a level 1 student to find the analog
clock. The color-coded visual nature of the cards also helps support student understanding.
The math vocabulary cards can be used in a variety of ways. Teachers can use the
printable file to create smaller versions of the cards to keep in student notebooks, or larger
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versions of the cards can be displayed on a word wall. Teachers can send the cards home in a
flashcard format for students and families to practice at home. As a PDF file, the word cards are
accessible on tablets and mobile devices. The PDF file format also allows teachers to easily share
these cards with families through avenues like email, text, and ClassDojo.

Examples of addition-related vocabulary words

Reading A-Z Math Content Stories
Reading A-Z is a literacy resource, and the content stories available through Reading
A-Z provide helpful, clear examples of math concepts in context. Teachers serving emergent
bilinguals should be careful not to use literature that is extremely below grade-level because of
the impact it can have on students’ perception of their ability levels (Wright, 2019, p. 268).
However, with careful selection, literature can be used to support students’ math understanding
by providing visuals and a more relatable context (Wright,
2019, p. 274).
Teachers can utilize the Reading A-Z content books in
various ways. Teachers can use content books to introduce a
mathematical topic. Specifically, books can be helpful in
providing context for word problems, which often pose a
challenge for many students in a math classroom. Consider the
example of fractions: by using real-world examples of
fractions, students have a better opportunity to understand
fractions, a concept that can challenge many students. By
providing real-world examples with visuals, teachers support
students’ mastery of fractions.
Due to the availability of topics and resources on the
Reading A-Z, the most appropriate use of these content books
is for level 2 students. Independently, level 1 students would
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struggle to access the material in these novels without significant teacher support. Level 2
students benefit from simplified texts with visual supports (Fairbairn & Jones-Vo, 2010, p. 143).
which makes these content-based books a more appropriate choice for level 2 students.
When used with physical manipulatives, the
content in the Reading A-Z books is even more
effective. For example, many of the books can
easily be supplemented with manipulatives.
Physical manipulatives like pattern blocks, realia,
and play-money help to make math concepts
comprehensible for emergent bilinguals (Wright,
2019, p. 272).

K-5 Math Teaching Resources

K-5 Math Teaching Resources is a website that provides a multitude of resources for
teachers and families. The website includes math worksheets, teaching resources, language
supports, and games to support students’ learning in mathematics. The printable PDF format
makes the resources easy for teachers to print, share, and distribute with families via text, email,
ClassDojo, or Google Classroom.
The language scaffolds are some
of the most unique and helpful elements
of K-5 Math Teaching Resources. For
each major strain of Common Core
Standards (algebraic thinking,
measurement and data, and geometry)
there are resources included with
sentence frames to help support student
language development in the math
classroom. There are many benefits to
using sentence frames, sometimes
called language frames. Sentence frames help emergent bilinguals know exactly what type of
language is expected of them (Achieve the Core, 2020). By using a combination of sentence
frames and visual supports, students can effectively produce math-related language.
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The sentence frames and visual supports provided by this resource are appropriate for
level 3 students. Teachers should explicitly teach level 3 students to use “increasingly complex
content/academic vocabulary and sentence structures” (Fairbairn & Jones-Vo, 2010, p. 193).
Modeling and practicing math-related
sentence structures helps students master
the academic language required for
mathematics.

Another helpful resource available through

K-5 Math Teaching Resources are the
math read aloud supplement guides. The
website provides guiding questions for
math-related read-aloud books.

Math Discourse Cards

The Curriculum Associates math discourse cards
are a helpful tool in facilitating academic discussions in
the mathematics classroom. The discourse cards provide
question guides to engage students in mathematical
discussions by creating a clear structure for
mathematical discussions. The cards can be displayed
around the classroom, or printed and cut into flashcard
format. Students can use the discourse cards in
whole-class or small-group formats. The cards are available in both English and Spanish.
Clear discussions around mathematical concepts develop students’ ability to speak in the
register of mathematics, or the content-specific language needed to understand mathematics
(Freeman & Freeman, 2009, p. 49). Using open-ended questions helps develop students’ ability
to use academic language while also bridging the gap between students’ conversational and
academic language registers (Freeman & Freeman, 2009, p. 51). Additionally, teaching students
how to explain their own thinking and problem-solving supports emergent bilinguals’ abilities to
develop a high-level mathematical understanding (Dudley-Marling & Michaels, 2012, p. 118).
The discourse cards provide helpful conversation scaffolds, but the resource does not
provide any vocabulary scaffolds. Teachers should be careful to introduce these cards after
students understand the included vocabulary words. However, the inclusion of sentence starters
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in the resource helps develop level 3 students’ use of more advanced sentence structures.
According to the WIDA speaking rubric, students at the level 3 developing phase begin to
display a “developing range of oral phrase and sentence patterns and grammatical structures
common to the content areas” (WIDA, n.d., p. 3).

PBLWorks! (Project-Based Learning Resource)

PBL Works! is a teacher-facing resource. PBLWorks! is a helpful resource for teachers as
they plan project-based learning in their classrooms. In addition to providing in-person and
online project-based learning training, the website also includes digital resources to guide
educators. PBLWorks! provides guidance on the 7 essential elements of project-based learning
(shown in the graphic below). The resources for teachers include demonstration videos,
project-based learning guidelines, rubrics, student handouts, and sample projects for various
subjects and grade-levels. The PBLWorks! website also features a language scaffolding guide for
emergent bilinguals. Project-based learning can be implemented with every level, depending on
scaffolding and support, but the design of project-based learning best matches the language
abilities of students whose proficiency is at a level 4 or above. Teachers should explicitly teach
and demand content-specific language from students who are at a level 4 (Fairbairn & Jones-Vo,
2010, p. 208).
Pedagogically, there are immense benefits of using project-based learning in math
classrooms. Projects can be extremely helpful in building students’ content vocabulary in
real-world contexts (Dudley-Marling & Michaels, 2012, p. 116). Project-based learning is an
effective way to incorporate culturally-responsive
practices into math classrooms. Duncan-Andrade and
Morrell (2008) explain how, through project-based
learning, “participants become researchers about their
daily lives in hopes of developing realistic solutions for
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dealing with problems that they believe need to be addressed” (p. 109).
While all students benefit from project-based learning, project-based learning also helps
emergent bilinguals master content and language simultaneously. Teachers of emergent
bilinguals can build students’ math content knowledge by using real-world examples (Robertson,
2020). Using real-world items and situations helps put math concepts into a meaningful context
for emergent bilinguals.
Engaging students’ backgrounds and cultures is an effective way to create a culturally
and linguistically responsive environment for emergent bilinguals. Wright (2019) explains how,
“a better and more effective approach is to help students connect math to their own lives in their
families, their communities, and the world” (p. 275).

Prodigy (Math Role Playing Game)

Prodigy is a role-playing game where students practice mathematical concepts and skills
through a game interface. In the game, students design a character, and the character embarks on
various quests throughout the game. Students enjoy Prodigy because of the game’s design.
However, the game feature does not take away the rigor or academic element of the game.
Students earn various skills, spells, or abilities by correctly completing math problems. For
example, during a “wizard battle” students must answer questions correctly to defeat their
opponent.
There are many benefits to role-playing games in the math classroom. Wright (2019)
explains how, in a sheltered setting, “role plays can be used to practice and understand key
concepts along with key vocabulary and new language structures” (p. 173). The gamification of
math concepts allows students to practice and reinforce math concepts in a joyful manner. There
are a few features that both promote and limit access to the game. On one hand, the game
effectively narrates and uses captions in some elements of the game. This allows the platform to
be accessible to emergent bilinguals who have a developing ability to read and comprehend
English. The language is scaffolded by the use of captions and auditory narrations. Additionally,
key math vocabulary words can be defined when the user clicks on the keywords. However, not
every word has an available vocabulary scaffold, which may pose a challenge to emergent
bilinguals who are still mastering math language. In order to successfully play Prodigy, students
must be able to interpret directions mostly independently, which makes this resource more
appropriate for level 4 students who can “comprehend the directions for many assignments”
(Fairbairn & Jones-Vo, 2019, p. 202). The drawing feature on Prodigy promotes the
mathematical practice of note-taking and showing work.
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Flocabulary
Flocabulary is a teacher resource that can be implemented in whole-class, small-group, or
individualized instruction. Flocabulary can be incorporated into Google Classroom, which makes
it an accessible resource for home use, too. Flocabulary is an educational software that uses
videos, worksheets, and songs to reinforce academic concepts. Flocabulary includes videos for
study skills, math, social studies, English-language arts, and social and emotional learning.
There are many resources available through Flocabulary to support mathematical
learning. First, the use of vocabulary review cards helps students master math-related
vocabulary. Each video can be embedded with discussion questions, which helps students use
speaking and listening to collaboratively engage with the topics in the videos. Lastly, when the
videos are integrated into Google Classroom for independent practice, there are question
checkpoints where teachers can model students’ progress while students work independently.
The Flocabulary videos teach both specific math skills and overall thinking processes.
Specifically, Flocabulary includes many metacognitive mathematical topics and themes. Word
problems, for example, can be extremely challenging for students. Flocabulary has a video about
the necessary thinking required to complete word problems. In order for emergent bilinguals to
succeed in math, they need to engage with mathematics at the conceptual level, not simply the
computational level (Dudley-Marling & Michaels, 2012, p. 118).
Flocabulary does not provide differentiation or modifications for nonnative speakers of
English, so the resource may be incomprehensible to emergent speakers of English. Although
level 4 students still may not be completely fluent in English, they can mostly participate in
grade-level activities and assignments (Fairbairn & Jones-Vo, 2010). It is appropriate for
teachers to expect academic language use from level 4 students (Fairbairn & Jones-Vo, 2010).
With scaffolding, Flocabulary is appropriate for level 4 students. For independent work,
Flocabulary is appropriate for level 5 students, because, by level 5, most students should be
given minimal scaffolds compared to English-speaking peers (Fairbairn & Jones-Vo, 2010).
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How to Write Language Objectives

Effective teachers use objectives to guide students’ content progression. In order to help
emergent bilinguals succeed in math, general education and language teachers should include
language objectives to guide students’ language development as they master a content area.
Language objectives describe ​how​ students will use language to achieve math content
goals. Language objectives can help students of all language backgrounds, though they are
necessary for emergent bilinguals to master both language and content goals.
Jennifer Himmel (2008) provides specific steps to help teachers determine language
objectives:
1. Determine important keywords in the content objectives​→ what words or
phrases must students understand to accomplish the math goal?
2. Determine the language functions​→ how will students interact with the content
knowledge? (Describing, explaining, comparing, evaluating, etc.)
3. Identify the language students must receive to access the material ​→ how will
students use language skills to learn new content? Will they read a text? Will they
listen to a video?

Overall, general education math teachers can help ELLs by also creating goals for their
language usage, rather than simply focusing on the content itself. Language objectives are an
appropriate feature for all levels of emergent bilinguals, and language objectives can be
constructed to match a students’ English learner plan goals. However, in whole-class instruction,
it is not necessary to differentiate 4+ levels of language objectives; instead, teachers can provide
various scaffolds to help all students reach the language objective (Himmel 2008).

Examples of content and language objectives from an elementary classroom

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The Problem with English is Math b ​ y Concepcion Molina

The Problem with English is Math​ is a book that provides insight into how language
knowledge can improve or inhibit students’ performance in math. This book is helpful for any
math teacher who wants to understand how language can be
used to better teach math. By looking at a variety of different
topics, Dr. Molina explains how a language-focused approach
to math instruction benefits all students’ understanding of
math. Drawing on his own experience as an emergent
bilingual and over 15 years of teaching math, Dr. Molina
provides a compelling case for the importance of language
instruction in math classrooms.
First, Dr. Molina introduces the book by explaining
how the symbols, vocabulary, and syntax of math language
make the concepts confusing for students. This element of the
resource helps give math teachers an understanding of how
language can be challenging in math. Then, Dr. Molina
explores various challenging topics in math, like fractions,
word problems, and number sense, explaining how language
is an essential element to understanding these concepts.
For example, Dr. Molina highlights how math teachers can often pass down a convoluted
understanding of math symbols. Using fractions as an example, Molina (2012) explains:
“If teachers tend to teach the same way they were taught, it follows they will tend to ​use
​ .as students themselves, these teachers accepted interpretation of the
the same language…
symbols and moved on, regardless of how much sense the interpretation made--or did not
make--to them. The language of instruction in mathematics often makes the conceptual
meaning almost impossible to grasp, but students survive blindly by following procedures
that enable them to get correct answers and good grades. As educators, we must reflect
and ask ourselves what level of mathematics are students actually learning, and is that
depth of knowledge acceptable?” (p.3).
While the book is available for purchase through Amazon and other book retailers, there is a
webinar by the author that can be found on YouTube. The webinar can be found through this
link​, or by searching “The Problem with Math is English” on YouTube. Through the webinar,
Dr. Molino provides an abridged version of the books’ contents.
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References
Achieve the Core. (2020, January 27). Scaffolds to Support English Language Learners in

Writing and Discussion. Retrieved from https://achievethecore.org/content/upload/ELL

Supports for Writing and Discussion.pdf

Andrade, J. & Morrell, E. (2008). ​The art of critical pedagogy : possibilities for moving from

theory to practice in urban schools.​ New York: Peter Lang.

Common Core State Standards Initiative. (n.d.). Grade 2 " Operations & Algebraic Thinking.

Retrieved from http://www.corestandards.org/Math/Content/2/OA/

De Jong, E.J. & Harper, C.A. (2005). Preparing mainstream teachers for English language

learners: Is being a good teacher good enough? ​Teacher Education Quarterly, 32(2​ ),

101-124.

Dudley-Marling, C., & Michaels, S. (2012). ​High-expectation curricula: helping all students

engage in powerful learning​. New York, NY: Teachers College Press.

Fairbairn, S., & Jones-Vo, S. (2010). ​Differentiating instruction and assessment for English

language learners: a guide for K-12 teachers.​ Philadelphia: Caslon Publishing.

Freeman, Y. S., & Freeman, D. E. (2009). ​Academic language for English language learners and

struggling readers: how to help students succeed across content areas.​ Portsmouth, NH:

Heinemann.

Hesson, S., Seltzer, K., & Woodley, H. H. (2014, December). Translanguaging in curriculum and

instruction: a CUNY-NYSIEB guide for educators. Retrieved from

http://www.cuny-nysie

Himmel, J. (2018, October 24). Language Objectives: The Key to Effective Content Area
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Instruction for English Learners. Retrieved December 3, 2018, from

http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-in

struction-english-learners

Molina, C. (2012). ​Problem with math is English: a language-focused approach to helping all

students develop a deeper understanding of mathematics.​ Jossey-Bass.

Reading A-Z. (n.d.). Twenty, More or Less. Retrieved from

https://www.raz-plus.com/book.php?id=2204&lang=1&type=book

Robertson, K. (2020, February 18). Math Instruction for English Language Learners. Retrieved

from ​https://www.colorincolorado.org/article/math-instruction-english-language-learners

b.org/wp-content/uploads/2016/05/Translanguaging-Guide-Curr-Inst-Final-December-20

14.pdf