Teacher Tips!
Teacher Tips!
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There are many ways to use this strategy in other content areas and in classroom community building. Consider introducing this language routine during a community building activity prior to using it in a math lesson.
Create an anchor chart like the ones below for the specific roles for students in this routine.
Mathematical Language Routine Info Gap.pdfWhile the video example is with older students, even our youngest mathematicians can engage in this Math Language Routine. Consider problems such as: If all of the zebras and gazelles at the zoo were put in the same area, how many animals would be in that area?
The problem card would state: If all of the zebras and gazelles at the zoo were put in the same area, how many animals would be in that area?
The data card would state:
Partner B asks, "What specific information do you need?" Partner A asks for specific information from Partner B.
Before sharing the requested information, Partner B asks Partner A for a justification: "Why do you need that information?"
Partner A explains how they plan to use the information.
Partner B asks clarifying questions as needed, and then provides the information.
These four steps are repeated until Partner A is satisfied that they have information they need to solve the problem.
Click on the button below to learn more about MLR4: Information Gap
Adapted from Los Angeles County Office of Education: Using the California English Learner Roadmap Teacher Toolkit
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