Throughout My Lesson, I Tried To Use Math Vocabulary That

Throughout my lesson, I tried to use math vocabulary that would expand the students understanding. The use of math vocabulary can be defined as academic content language because it advancing the students understanding. In part 1 of my lesson at 3:08 into the video, I ask the students â€Å"does anyone have a strategy that could help us or that they want to see?†. This allows for me to the use the word strategy which is an example of academic content language. A second example of academic content language would be at around the same time, a student answers with the response of â€Å"6†. I say â€Å"that’s the answer, but what did you do to find your answer, and what are the coins worth†. Using the word â€Å"worth† allows for student so develop that math†¦show more content†¦Then I ask the students at 12:07 â€Å"do I have to draw a symbol in front of that 1?† Madison responses by saying â€Å"a period?† I say â€Å"a period g oes after the one and is followed by what? And the class replies â€Å"two zeros† Then I asked â€Å"yes but what comes before the 1?† Kaedon replies â€Å"an S with a cross sign† and then comes up and draws the $ symbol. I used these questions to teach my students a new concept instead of just giving them the answers. Students go to learn from their peers. In order to support literacy in my lesson, I had the students read the dollars to make sure they were using the correct dollar bills. I was teaching them that reading allows for use to not get confused or mixed up by the five dollar bills with the one dollar bill. In my part 2 video of my lesson around 10:21, the students are trying to get to $20.89. The group up front attempts by using ones which confuses them. I say â€Å"that’s two dollars† and one of the student response by saying â€Å"five dollar† because they have just read that off the five dollar bill. This allowed for them to de velop that literacy connection so that can use reading skills when they are confused. 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