Unit 9

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     <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
+    <p class="os-raise-extrasupport-name">MLR 8 Discussion Supports: Conversing</p>
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-    <p class="os-raise-extrasupport-name">MLR 8 Discussion Supports: Conversing</p>
-    <p>In their groups of two, display the following sentence frames for students to use when describing their steps to solve each quadratic equation and questioning each others&rsquo; reasoning: &ldquo;First, I _____ because . . .&rdquo;, &ldquo;I know _____ because . . .&rdquo;, &ldquo;Why did you . . .?&rdquo;, and &ldquo;How do you know . . . ?&rdquo; Encourage students to challenge each other when they disagree. This will help students clarify their reasoning when solving quadratic equations using multiple methods.</p>
+        <p>In their groups of two, display the following sentence frames for students to use when describing their steps to solve each quadratic equation and questioning each others&rsquo; reasoning: &ldquo;First, I _____ because . . .&rdquo;, &ldquo;I know _____ because . . .&rdquo;, &ldquo;Why did you . . .?&rdquo;, and &ldquo;How do you know . . . ?&rdquo; Encourage students to challenge each other when they disagree. This will help students clarify their reasoning when solving quadratic equations using multiple methods.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Support sense-making; Maximize meta-awareness</p>
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@@ -12,9 +12,9 @@ <h4>Launch</h4>
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   <div class="os-raise-extrasupport-header">
     <p class="os-raise-extrasupport-title">Support for English Language Learners</p>
+    <p class="os-raise-extrasupport-name">MLR 2 Collect and Display: Conversing</p>
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-    <p class="os-raise-extrasupport-name">MLR 2 Collect and Display: Conversing</p>
     <p>Listen for and collect vocabulary, gestures, and diagrams students use to explain how to rewrite perfect squares from standard form to factored form, and vice versa. Write the students’ words on a visual display and update it throughout the remainder of the lesson. Refer back to the visual display during the activity synthesis to reiterate key ideas. Remind students to borrow language from the display as needed. This will help students read and use mathematical language during their partner and whole-class discussions.</p>
     <p class="os-raise-text-italicize">Design Principle(s): Maximize meta-awareness; Support sense-making</p>
     <p class="os-raise-extrasupport-title">Provide support for students</p>

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@@ -36,7 +36,7 @@ <h4>Launch</h4>
     <p class="os-raise-text-italicize">Supports accessibility for: Organization; Attention</p>
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+<br>
 
 <h4>Student Activity</h4>
 <p>Here are four equations followed by worked solutions of the equations. Each solution has at least one error.</p>