*Some ideas for sentence frames/starters that could be incorporated into your lesson are listed below. If you think a sentence frame/starter will be helpful, consider how will it support students’ mathematical learning and/or development of academic language, and decide which sentence frame/starter (from the list below or that you create) would best support students’ learning. You may find that the starters and frames vary in level of difficulty, and plan to provide them to students accordingly.*

## Starters

*(Question 1)*

To make sure that I will be able to create a square, when I cut the rectangle into pieces I need to make sure that ________________

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*(Question 2f)*

I know that my non-square rectangle has 4 right angles because ________________________________________________________

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I know that my non-square rectangle has 4 straight sides because ______________________________________________________

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I know that opposite sides of my non-square rectangle are the same length because _______________________________________

## Frames

*(Question 1)*

To make sure that I will be able to create a ___________, when I cut the rectangle into pieces I need to make sure that ___________

*(Question 2f)*

I know that my non-square rectangle has 4 __________ angles because _________________________________________________

I know that opposite sides of my non-square rectangle are the same __________ because __________________________________

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Academic Language

*Students should have opportunities to see, hear, and write key mathematical ideas during this activity. There are some specific terms that students need to understand in order to engage in this task, and there are some additional terms and phrases that may surface as the students engage with the task. You may think of additional words or phrases that are key to this activity. As the task is introduced, solved by the students, and discussed, ensure that students have opportunities to experience (i.e., through discussion, pictures, and the use of gestures) and to build understanding for key words and phrases. Examples of words and phrases that may be involved in work on this problem include:*

- square, non-square rectangle, rectangle
- dissect, reassemble, rearrange, cut
- scale up, width, height
- measuring
- side length, area, diagonal, symmetrical, proportional
- right angle

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