Weekly Guide: MATHEMATICS Grade 12th

COURSE: MAT 131 1448: Matematica Actualizada 1

Leonardo Torres Pagn, PhD

Unit The Real Numbers System

Lesson

INTRODUCCION

Academic
Strategies (AS)
Suplementary &
complementary
strategies (SS)

Scientific based
strategies (SB)
(Marzano)

High School
Student Profile
(SP)
Standard,
Expectations

Week #

The Opposite of a Number

AS1 Conceptual development

AS2 Curricular integration
AS3 Cooperative learning
SS1 Context teaching
SS2 Collaborative learning
SS3 Brain based learning
SS4 Stations

Date
AS4 Reading comprehension AS7 Differentiated instruction
AS5 Problem-based learning
AS8 Project-based learning
AS6 Significant learning
AS9 Technology integration
SS5 Problem solving
SS6 Technology integration
SS7 Values clarification
SS8 Scaffolding

SB1 Identifying similarities and differences

SB6 Cooperative learning

SB2 Summarizing and note taking

SB7 Setting objectives and providing feedback

SB3 Homework and practice

SB8 Generating and testing hypotheses

SB9 Cues, questions, and advance organizers

SB4 Non-linguistic representations

SB5 Reinforcing effort and providing recognition
SP1Apprentice
SP2 Effective communicator
SP3 Ethical
FUNCTIONS

SP4 Entrepreneur
SP5 Engaged in communities
Level of Knowledge

Indicator

STANDARDS

Standard,
Expectations

FUNCTIONS

Level of Knowledge

Indicator
Standard,
Expectations

ES.F.26.0 Build new functions from existing functions

Recall & Reproduction

Skills & Concepts
Strategic Thinking
Extended Thinking

Level of Knowledge

Indicator
(Concepts & Big ideas) OBJECTIVES

Recall & Reproduction

Skills & Concepts
Strategic Thinking
Extended Thinking

Recall & Reproduction

Skills & Concepts
Strategic Thinking
Extended Thinking

Formative Assessment

At the end of the study of this lesson, the student will

3-2-1 cards
Academic prompts

Brainstorming
Check list
Close questions
Comics
Exit prompt
Focal list
Graph organizer
Homework
Interviews

Investigations
Mind map
Observations
Open questions
Oral prompt
Performance task
Portfolio entry
Premises
Questionnaires
Quizzes
Reflexive diary

Report
Report (news)
Role playing
Scale
Simulations
Survey
Test items
Venn Diagram
Whip-arounds
Windshield check
POE Exercises

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CURRICULAR INTEGRATION

Transversal
themes
Morale
Strategies
Values
Technology
Standards

Accomodations

Peace education
Education & technology

Education for work

Civic & Ethics

Deliberation
Action research
Civism
Respect
Communication & Collaboration

Socratic dialogue
Values clarification
Reliability
Responsibility
Research & Information fluency

Digital citizenship

Technology operations & concepts

Discipline
Community

LLE

EE

Gifted &
Talented

504
ntiateDifere

Cultural identity
Environmental Education
Gender perspective
Dilemma
Role playing
Kindness
Justice
Creativity and innovations
Critical thinking, problem
solving & decision making

Content
Process

Word wall: Require students to use words from the Word Wall in their writing and to refer to the Word Wall to find
correct spellings. Leveled questions. Student journals. Math glossary. English worksheets. Read clearly and
slowly. Use motions, gestures, and facial expressions to communicate. Model appropriate nonverbal feedback for
students. Work in a group or with a partner asking and answering questions about a current event or book. Listen to
English movies. Replace an academic language word with a social language word to aid in understanding and building
new vocabulary. Allow student to choose topics and partners. Preferred seating. Complete a monitoring and selfevaluation chart. Pre-teach vocabulary using visuals. Pair words with pictures. Place math symbols on a sheet.
Encourage the use of math symbols. Use math cognates. Use color marker to highlight key words. Allow
students to nonverbally act out words to help them process vocabulary without having to speak. Promote structured and
appropriate discussion that requires students to utilize words from Word Wall in their verbal responses. Write simple
sentences to answer questions. Combine written language with corresponding visuals whenever possible. Provide a
text that is challenging but engaging, focusing not only on vocabulary, but also on grammatical concepts. Student
Response Boards: Allow students to work in pairs if they need more support or accept pictures as correct answers
instead of written language.
Use topics that are of interest to the student. Praise student for asking and answering questions. Give the student a
choice of topics. Provide frequent and specific feedback to the student on performance. Preferred seating.
Complete a monitoring and self-evaluation chart. Pair words with pictures. Provide age appropriate materials. Provide
graphic organizers for theme, summarizing, mind maps. Combine written language with corresponding visuals
whenever possible. Provide a text that is challenging but engaging, focusing not only on vocabulary, but also on
grammatical concepts. Provide students with key words from the text and have them put a checkmark next to a word.
Allow student to check with a partner before answering or commenting. Use marking strategies. Provide powerpoint
slides. Sort examples and non-examples appropriately. Provide students with examples and non-examples
Continuous Progress Curriculum (Flexible Pacing)the content and pacing of curriculum and instruction are
matched to the student's abilities and needs. Advanced Placement (AP)students have the opportunity to complete
college level coursework and earn college credit through examination while still in high school. Ability Groupingthe
flexible regrouping of students based on individual instructional needs. Curriculum Compactingallows highly able
students to "compact" or eliminate material already mastered from the curriculum, thus allowing them to complete
subject material in a shorter time span. Subject Accelerationtaking a course earlier than is typical. Tiered
Assignmentsassignments within the same lesson plan which are structured at varied levels of complexity, depth and
abstractness to meet the need of students with diverse abilities. Learning Contractsgive students freedom to plan
their time and yet provide guidelines for completing work responsibly. Problem-Based Learningtype of problem
solving in which students are presented with an "ill-structured" problem that resembles a real-life situation. Students are
responsible for identifying additional data and resources that they need and for deciding how to present their findings
and demonstrate their learning. Enrichmentprovides students with experiences in regular classrooms that are
additional or supplemental to the established curriculum. Mentorshipsenrichment program that pairs an individual
student with someone who has advanced skills and experiences in a particular discipline. This mentor can serve as an
advisor, counselor, and role model to the student.
Accommodation:
Differentiation instructional strategiesthe modification of instruction based on a student's academic needs. 4-MAT,
anchor activities, compacting, complex instruction, cubing, expression options, graphic organizers, group
investigations, grouping activities, Independent projects, independent studies, interest centers, interest groups,
jigsaws, journal prompts, layered Curriculum, learning contracts, learning contracts, literature circles, Menus, ,

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Unit The Real Numbers System

Lesson
Overview

The Opposite of a Number

Date
Week #

Students understand that each nonzero integer,

a , has an opposite, denoted

a , and that a and a are opposites if they are on opposite sides of

zero and are the same distance from zero on the number line.

Students recognize the number zero is its own opposite.

Students understand that since all counting numbers are positive, it is not necessary to
indicate such with a plus sign.

Lesson Notes
In this lesson, students practice graphing points on the number line. In particular, students
determine the appropriate scale given a set of opposites in real-world situations. Students pay
careful attention to the meaning of zero in problem situations and how opposites are related in the
context of a given situation. Create a floor model of a number line prior to the lesson.

Materials & resources

Materials & resources

(Comments)

Start-up (Comments)

Start up
Classwork
Opening (5 minutes): What Is the Relationship?
Students work in pairs to determine the relationships
between sets of words with or without pictures.
Display the task to the whole group.
Find the relationship between the sets of
words.
Fast Slow

Rough
Smooth

Light Dark

Empty Full

Dirty Clean

Apart
Together

Alike
Different
Defeat
Victory
Inside
Outside

All None

Open Close
Accept
Refuse
Question
Answer
Dangerous
Safe

Easy Hard

Future Past

Up Down

Wet Dry

Scaffolding:

Differentiate levels by
providing groups with
a set of

preselected
words cut
Fiction

out
individually
on
Nonfiction
card
stock.
Use
more
Shallow Deep
challenging
vocabulary
words for
Ancient

advanced
learners,
Modern
and provide pictures
Correct
with words for English
Incorrect
language learners or
Break Fix
inclusion students.
Entrance
Exit arts

Ask language
and science teachers

The words are opposites of each other.

Once you have determined the relationship, create your own

examples, including a math example.

Left Right

Cold Hot

8 10

5 5

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Start up

Start-up (Comments)

Developme Development
nt
(Comments)
Exercise 1 (10 minutes): Walk the Number Line
Distribute an index card to each student that is labeled with an
integer ranging from

10

to

10 . Create enough cards based

on the class size. Have students stand or place their index cards
on the number line one at a time. When placing their numbers,
students should start at zero and move in the direction of their
numbers, counting out loud. Pose discussion questions after the
exercise.

Scaffolding:

Remind students how

to locate a negative
number on the
number line from
Lesson 1.

Discuss the following:

For advanced
learners, provide
positive and negative
fractions. Pose the

What patterns do you see with the numbers on the number

line?

For each number to the right of zero, there is a corresponding number the
same distance from zero to the left.

What does zero represent on the number line?

Zero represents the reference point when locating a point on the number
line. It also represents the separation of positive numbers from negative
numbers.

What is the relationship between any two opposite numbers and zero on the
number line?

Opposite numbers are the same distance from zero, but they are on
opposite sides of zero.

Read and display the statement below to the class, and then model Example 1.
Exercise 1: Walk the Number Line
1.

Each nonzero integer has an opposite, denoted

and

are

opposites if they are on opposite sides of zero and the same distance from zero
on the number line.

Example 1 (5 minutes): Every Number Has an Opposite

Read the example out loud. Model how to graph both points, and explain how they
are related.
Example 1: Every Number Has an Opposite
Locate the number

and its opposite on the number line. Explain how

they are related to zero.

First, start at zero, and move

8 units to the right to locate positive

8 .
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Developme Development
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(Comments)
So, the opposite of

8 must be 8 units to the left of zero. What number

8 units to the left of zero?

is

8 and 8 are the same distance from zero. Since both numbers are
the same distance from zero but on opposite sides of zero on the number
line, they are opposites.

The opposite of is .
The opposite of is .

Exercises 23 (5 minutes)
Students work independently to answer the following questions. Allow 23 minutes
for review as a whole group.
Exercises 23
2.

3.

Locate and label the opposites of the numbers on the number line.
a.

b.

c.

d.

Write the integer that represents the opposite of each situation. Explain what
zero means in each situation.
a.

100
100

feet above sea level

; zero represents sea level.

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Developme Development
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(Comments)
b.

32 C
32

c.

below zero

A withdrawal of

25

; zero represents

degrees Celsius.

$ 25

; zero represents no change, where no withdrawal or

deposit is made.

Example 2 (8 minutes): A Real-World Example

The purpose of this example is to show students how to graph opposite integers
given a real-world situation. In pairs, have students read the problem aloud to each
other. Instruct students to circle any words that might be important to solve the
problem. Pose questions to the class while guiding students as a whole group
through the example.
Example 2: A Real-World Example
Maria decides to take a walk along Central Avenue to purchase a book at
the bookstore. On her way, she passes the Furry Friends Pet Shop and
goes in to look for a new leash for her dog. Furry Friends Pet Shop is
seven blocks west of the bookstore. She leaves Furry Friends Pet Shop
and walks toward the bookstore to look at some books. After she leaves
the bookstore, she heads east for seven blocks and stops at Rays Pet
Shop to see if she can find a new leash at a better price. Which location, if
any, is the farthest from Maria while she is at the bookstore?
Determine an appropriate scale, and model the situation on the number
line below.
Answers will vary.

Furry Friends

Bookstore

Rays Pet Shop

Explain your answer. What does zero represent in the situation?

The pet stores are the same distance from Maria, who is at the bookstore.
They are each

blocks away but in opposite directions. In this

example, zero represents the bookstore.

Discuss the following:

How did you determine an appropriate scale for the situation if all blocks in
the city are the same length?

Because both stores are seven blocks in opposite directions, I knew that I
could count by ones since the numbers are not that large.

Where would the bookstore be located on the number line?

The bookstore would be located at zero.

Where would Rays Pet Shop be located on the number line? Explain.
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Developme Development
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(Comments)

It would be seven units to the right of zero because it is seven blocks east of
the bookstore.

What integer represents this situation?

Where would Furry Friends be located on the number line? Explain.

It would be seven units to the left of zero because it is seven blocks west of
the bookstore.

What integer represents this situation?

What do you notice about the distance between both stores from the
bookstore?

Both stores are the same distance from the bookstore but in opposite
directions.

Students should practice clarifying any misconceptions about how to represent

MP. these situations as integers.
6
Seven blocks to the left would not be written as 7 blocks from the
bookstore or 7

units from

0 .

Positive numbers are counting numbers and do not have a sign.

Exercises 46 (5 minutes)
Students work independently to answer the following questions. Allow 23 minutes
for review as a whole group.
Exercises 46
Read each situation carefully, and answer the questions.
4.

On a number line, locate and label a credit of

$ 15

and a debit for the same

amount from a bank account. What does zero represent in this situation?
Zero represents no change in the balance.

debit

5.

credit

On a number line, locate and label

20 C

below zero and

20 C

above

zero. What does zero represent in this situation?

Zero represents

0C

degrees below

degrees above

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Developme Development
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(Comments)
6.

A proton represents a positive charge. Write an integer to represent

protons. An electron represents a negative charge. Write an integer to

represent

Closure (Comments)

protons:

electrons:

electrons.

5
3

Closure
Closing (2 minutes)

Formative Evaluation
(Comments)

What is the relationship between any number and its opposite

when plotted on a number line?

A nonzero number and its opposite are both the same

distance away from zero on a number line, but they are on
opposite sides of zero.

How would you use this relationship to locate the opposite of a

given number on the number line?

I would use the given number to find the distance from zero
on the opposite side.

Will this process work when finding the opposite of zero?

No, because zero is its own opposite.

Formative evaluation
Exit Ticket
In a recent survey, a
magazine reported
that the preferred room temperature in the summer is

68 F . A

wall thermostat, like the ones shown below, tells a rooms temperature
in degrees Fahrenheit.
Sarahs Upstairs Bedroom

Downstairs Bedroom

Which bedroom is warmer than the recommended room

temperature?

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Formative Evaluation

Formative evaluation
b

Which bedroom is cooler than the recommended room

temperature?

Sarah notices that her rooms temperature is

4 F

above

the recommended temperature, and the downstairs bedrooms

temperature is
She graphs

4 F

below the recommended temperature.

72 and 64

on a vertical number line and

determines they are opposites. Is Sarah correct? Explain.

After determining the relationship between the temperatures,

Sarah now decides to represent

64 F

as

line. Graph

4
4

72 F

as

and

and graphs them on a vertical number

and

on the vertical number line on

the right. Explain what zero represents in this situation.

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

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