In this video series, math consultant Deborah Armitage focuses on ELL instructional practices that address mathematical problemsolving and discourse in grades K5. The goal of these videos is to provide elementary teachers of ELLs with best practices and researchbased approaches on mathematical tasks that, anchored on the NYS Common Core Learning Standards, advance student content knowledge while incorporating academic language development.
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Description 
I. Problem Solving vs. Word Problems

Deborah Armitage describes the difference between a word problem and problemsolving task by using Webb’s Four Levels of Conceptual Understanding. References are made to organizing problems solving tasks into working and assessment portfolios to guide instruction and document student progress. 
II. The Problem Solving Process

Ms. Armitage introduces George Polya’s Problem Solving Procedures and explains how to use them with students. 
III. Using Rubrics for Assessment

Ms. Armitage focuses on the concept of rubrics. She discusses their usage, advantages and practical way to introduce them to students. A rubric to assess problemsolving skills and academic language development is explained. 
IV. Assessing Student Work 
Ms. Armitage demonstrates how to use the problemsolving rubric to assess samples of NYC students’ work. 
V. Kindergarten Classroom Modeling

Ms. Armitage models how to problemsolve a kindergarten math task by using patterns and skip counting on the number line. 
VI. Third Grade Classroom Modeling

Ms. Armitage shows, using diagramming as strategy, how to problemsolve a mathematical task with a third grade class of ELLs. 
VII. Fourth Grade Classroom Modeling

Ms. Armitage models a problemsolving task using student suggested strategies such as area models and number line. She also focuses on uncovering student misconceptions. 