Weekly Guide: MATHEMATICS Grade 12th

COURSE: MAT 131 1448: Matematica Actualizada 1

Leonardo Torres Pagn, PhD

Unit RATIONS, PROPORTIONS & PERCENTS

Week #

Lesson

INTRODUCCION

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

Scientific based
strategies (SB)
(Marzano)

High School
Student Profile
(SP)

Date
AS1 Conceptual development
AS2 Curricular integration
AS3 Cooperative learning
SS1 Context teaching
SS2 Collaborative learning
SS3 Brain based learning
SS4 Stations

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

SP4 Entrepreneur
SP5 Engaged in communities
Level of Knowledge

Standard,
Expectations

Indicator

STANDARDS

Level of Knowledge

Standard,
Expectations

Indicator

Recall & Reproduction

Skills & Concepts
Strategic Thinking
Extended Thinking

Level of Knowledge

Standard,
Expectations

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 Ratios, proportions & percents

Lesson

Date
Week #

Overview

Materials & resources

Materials & resources

(Comments)

Student workbook
Whiteboard
Teacher laptop
Digital projector / Smartboard
Powerpoint presentation
Software
(Powerpoint, Geogebra, NLVM Virtual Manipulatives, ActiveInspire Flipchart)
Youtube Videos
Bilingual Math Glossary
Math symbols table
Internet
Start-up (Comments)

Start up

Development (Comments)

Development

Closure (Comments)

Closure

Formative Evaluation
(Comments)

Formative evaluation

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons.

Flip Learning for Spanish Learning Students (LLE)

Videos

Even exercises in student worksheet

Continue working in Performance Task
Reflection (Comments)

Reflection on praxis
Student still have difficulties with basic skills. Classroom interruptions affect ADD students. LLE students use
the language issue as an excuse, however, teacher is using more symbols and cognates as a common
ground. Time constraints is still a great problem. Objective is superficially acquire. Materials were provided
completely by the teacher, School does not have resources. Teacher will try to obtain tables and chairs for
differentiation. Teacher will take several workshops of webpages design to use as a supplementary tool.

Test items (Comments)

Test items

References

References
Aponte, G., Pagan, E, & Pons, F. (1998), Fundamentos de las
Matemticas Bsicas. Boston, MA: Addison Wesley.
Bittinger, Marvin L.; Beecher, J. A.; Ellenbogen, David; Penna, J. (1997)
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References

References
Algebra for College Students. Addison Wesley, New York.
Blitzer, R. (2004). College Algebra. Second edition. New Jersey,
Prentice Hall.
College Board. (2014). Springboard PreAdvanced Plavcement. New
York, New York: Author.
Burrill, G & Cummins J. (1998). Geometra: Integracin, aplicaciones y
conexiones. Columbus Ohio: Glencoe
Collins, E. & Cuevas G. (1998). Algebra: Integracin, aplicaciones y
conexiones. Columbus Ohio: Glencoe
E. Hubbard and R. Robinson. (2002). Elementary and Intermediate
Algebra: Discovery and Visualization. NY, NY: Houghton Mifflin.
K. Elayn Martin-Gay (2014). Prealgebra and Introductory Algebra.
Boston, MA: Pearson: Prentice Hall
Larson, R.; Hostetler, R. (2004). Big Concepts Math. Boston, MA:. Houghton Mifflin
Larson, R.; Hostetler, R. (2004). Precalculus. Sixth Edition. Houghton
Mifflin, Boston.
Lial, Margaret, Hornsby, John, Schneider, David I., College Algebra and
Trigonometry. Second Edition. Addison Wesley, New York
Rubenstein, R., Craine, T. & Butts, T. (2002). Matemtica Integrada I, II,
III. Evanston, Illinois: Houghton-Mifflin
Sullivan, M. (2004). College Algebra. Seventh Edition. Prentice Hall,
New Jersey.
Sullivan, M. (2004). Precalculus. Seventh Edition. Prentice Hall, New
Jersey.

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