# Mathematics Teachers The math eWorkshops focus on teaching strategies for elementary and middle school math. eWorkshops include information on teaching specific mathematic content like ratio and proportions, numbers and operations, and fractions to grade level specific bands of multilingual students.

These are the available eWorkshops:

Scroll down to see more details about each eWorkshop

### Math Geometric Measurement (Grades 2-3)

Essential Question: How can I support multilingual students in learning the mathematical language and concepts of geometric measurement?

Guiding Questions:

• Unit 1: What do I need to know about geometric measurement as described in the Common Core State Standards to be an effective teacher of multilingual students? What do my students know about geometric measurement?
• Unit 2: What do my multilingual students already know about the everyday use of geometric measurement?
• Unit 3: What is the language of geometric measurement that 3rd multilingual students need to know?
• Unit 4: What strategies can I use to assess what my multilingual students know about geometric measurement
• Unit 5: What do I need to do to improve my practice of teaching geometric measurement to multilingual learners
• Unit 6: Answer the Essential Question

Essential Question:   What is the language of fractions and how can all students have access to it?

Guiding Questions:

• Unit 1: What does mathematics teaching look like in a linguistically and culturally responsive classroom?
• Unit 2: What should teachers know to effectively teach fractions to multilingual learners?
• Unit 3: How can I make the teaching of comparing and contrasting fractions linguistically responsive?
• Unit 4: How can I help multilingual students understand the concepts of adding and subtracting fractions?
• Unit 5: How can I teach multiplication and division of fractions effectively in a linguistically diverse classroom?
• Unit 6: Answer the Essential Question

Essential Question: How can I support multilingual students in learning the mathematical language and concepts of functions?

Guiding Questions:

• Unit 1: What do I need to know about functions as described in the Common Core State Standards to be an effective teacher of multilingual students?
• Unit 2: What do multilingual students already know about the everyday use of functions?
• Unit 3: What is the language of functions that multilingual students need to know?
• Unit 4: What strategies can I use to assess what my multilingual students know about functions and the language of functions?
• Unit 5: What do I need to do to improve my practice of teaching functions to multilingual learners?
• Unit 6: Answer the Essential Question

### Math Numbers and Operations (Grades K-2)

Essential Question: How can mainstream elementary teachers purposefully plan and deliver mathematics instruction that combines rigorous mathematics content with attention to language development and learning strategies?

Guiding Questions:

• Unit 1: What do I need to know about numbers and operations as described in the Common Core State Standards to be an effective teacher of multilingual students?
• Unit 2: How do I support multilingual learners at different language proficiency levels in learning about numbers, operations and algebraic thinking?
• Unit 3: What is the language of numbers, operations, and algebraic thinking that multilingual students need to know?
• Unit 4: What strategies can I use to assess what my multilingual students know about numbers, operations, and algebraic thinking?
• Unit 5: How can I help my multilingual learners make connections outside of the classroom on numbers, operations, and algebraic thinking?
• Unit 6: Answer the Essential Question

### Math Ratios and Proportions (Grades 6-8)

Essential Question: How can I support multilingual students in learning the mathematical language and concepts of ratios and proportions?

Guiding Questions:

• Unit 1: What do I need to know about ratios and proportional relationships as described in the Common Core State Standards to be an effective teacher of multilingual students?
• Unit 2: What do multilingual students already know about the everyday use of ratios and the mathematical relationships expressed by ratios?
• Unit 3: What is the language of ratios and proportions that multilingual students need to know?
• Unit 4: What strategies can I use to assess what my multilingual students know about ratios and proportions?
• Unit 5: What do I need to do to improve my practice of teaching ratios and proportions to multilingual learners?
• Unit 6: Answer the Essential Question