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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 8 (A link to mathematics)

Language Learning Intentions:

We are learning to:

  • use mathematical language to describe a design.

We will know we can do this when we can:

  • use vocabulary such as ‘rotated, reflected, translated’ etc.
Key Competencies Thinking
Using Language Symbols & Texts
Managing Self
Participating & Contributing
Principles and Values Inclusion

Remind the students about previous geometry unit (‘Transformation’). Ask the students to brainstorm vocabulary and record on whiteboard.

Equipment & Resources Needed:

Step 1: Matching Task

The teacher introduces and explains the task (to match the word with the definition/ meaning and the picture example). The students work in groups of three to complete the task. The teacher moves around the groups and encourages and reinforces discussion of vocabulary and definitions.

Step 2:

The students in groups take turns sharing one word-definition-picture example and the other groups check if they are correct. The whole class discuss the meaning of each word.

Step 3: Disappearing Definition Task

The teacher uses the ‘ Disappearing Definition’ strategy to help the students learn and remember the meaning of some of the vocabulary.

For example:
Translation means to slide a shape left, right, up and down.

The students repeat the definition aloud, in their head, to a buddy, to themselves and the teacher rubs out words one at a time and inserts lines to represent each missing word. Punctuation is left in.

For example:


_________ means to ______ a shape left, right, ___ and ______.

Eventually, all the words are replaced by lines (the length of each line depends on how many letters the word has) and the students must recite the definition from their memory.

For example:


________ _____ __ _______ __ ____ ____,

____, ___ _____ ______.

Published on: 09 Jan 2018