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 #

Ordering Integers and Other Rational Numbers

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, ,

Page 2 of 11

Unit The Real Number system

Lesson
Overview

Date

Ordering Integers and Other Rational Numbers

Week #

Students write, interpret, and explain statements of order for rational numbers in the
real world.

Students recognize that if

a<b , then a>b because a number and its

opposite are equal distances from zero. Students also recognize that moving along the
horizontal number line to the right means the numbers are increasing.

Materials & resources

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (6 minutes): Guess My Integer and
Guess My Rational Number
For this verbal warm-up exercise, students arrive at a rational number
based on parameters provided by the teacher and their own
questioning. Students are allowed to ask no more than three
MP. questions to help them figure out the number the teacher is thinking
3 of. Students must raise their hands and wait to be called upon to ask
a question. This is a whole-group activity, and once students know
what the number is, they should raise their hands. After the activity is
modeled several times, students in groups of two or three should try
the activity among themselves, with one person thinking of a number
and the others asking questions and guessing the number.
The game should increase in difficulty so that the first round involves
an integer number, the second round involves a non-integer positive
rational number, and the third round involves a non-integer negative
rational number.
A sample dialogue for two rounds of the game is stated below.
Round 1: Guess My Integer

I am thinking of an integer between

teacher is thinking of the number

and

0 . (The

1 .)
6 ?

Student 1: Is the number greater than

Yes

Student 2: Is the number less than

No

Student 3: Is the number

No

You have asked me three questions. Raise your hand if you

know the integer that I am thinking of.

3 ?

2 ?

1
Yes!
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Start-up (Comments)

Start up
Round 2: Guess My Positive Non-Integer Rational Number

I am thinking of a positive rational number between

2 . (The teacher is thinking of the number

1 and

5
4 .)

1
2 ?

Student 1: Is the number greater than

No

Student 2: Is the number less than

Yes

Student 3: Is the number less than

No

You have asked me three questions. Raise your hand if you

know the rational number that I am thinking of.

1.4 ?

1.2 ?

1.3
No

1.35
No

1.25
Yes!

Discussion (3 minutes)

If we have two rational numbers that we want to graph on the

same number line, how would we describe to someone where
each number lies in comparison to the other number?

The lesser number is to the left of (or below) the greater

number. (Or the greater number is to the right of [or above]
the lesser number.) Negative numbers are to the left of (or
below) zero, and positive numbers are to the right of (or
above) zero.

Describe the location on the number line of a number and its

opposite.

They are both the same distance from zero but on opposite
sides of zero.

If we were to list the numbers from least to greatest, which

would be farthest to the left on the number line? Why? Which
would be farthest to the right? Why?

The numbers on the number line decrease as you move to the

left (or down) and increase as you move to the right (or up).
So, the number that is the least would be farthest left (or
down), and the number that is the greatest would be farthest
right (or up).
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Start-up (Comments)

Start up

Development (Comments)

Development
Exercise 1 (5 minutes)
Allow time for a whole-group discussion to follow completion of the
exercise.
Exercise 1
a.

Graph the number

Graph the number

b.

Where does

and its opposite on the number line.

and its opposite on the number line.

lie in relation to

on the number line?

is

On the number line,

right of

c.

Where does the opposite of

relation to the opposite of

lie on the number line in

On the number line,

left of

units to the

is

units to the

d.
I am thinking of two numbers. The first number lies to the
right of the second number on a number line. What can you say
about the location of their opposites? (If needed, refer to your
number line diagram.)
On the number line, the opposite of the second
number must lie to the right of the opposite of the
first number. If we call the first number

and

Page 5 of 11

Development (Comments)

Development
s

the second number

, then

will have the opposite order of

because

and

and

and
and

are opposites of

, so they lie on the opposite side of zero.

Example 1 (4 minutes)
Scaffolding:
One potential
strategy to use
when tackling
word problems is
the RDW
approach, which

Example 1
The record low temperatures for a town in Maine are

MP.
2

20 F

for January and

19 F

for

February. Order the numbers from least to greatest.

Explain how you arrived at the order.

20

Read: January:

and February:

19

Draw: Draw a number line model.

Write: Since

19
line,

20

20

is above

20

Answer:

is farthest below zero and

is less than

20

on the vertical number

19

19

Exercises 24 (8 minutes)
Allow time to discuss these problems as a whole class.
Exercises 24
For each problem, order the rational numbers from least to
greatest by first reading the problem, then drawing a
number line diagram, and finally, explaining your answer.
2.

Jons time for running the mile in gym class is

minutes. Jackys time is

9.18

9.2

minutes. Who ran the mile in less

time?

9 . 18

9.2

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Development (Comments)

Development
9.2

I drew a number line and graphed

9 . 18
9 . 18

9.2

9 . 18

is to the right of

is less than

9.2

and
. So,

, which means Jacky ran

the mile in less time than Jon.

3.
Mrs. Rodriguez is a teacher at Westbury Middle School. She
gives bonus points on tests for outstanding written answers and
deducts points for answers that are not written correctly. She uses
rational numbers to represent the points. She wrote the following
on students papers: Student A:

2.5

points, Student B:

points. Did Student A or Student B perform worse on the

test?

2 . 5

I drew a number line, and

both to the left of zero, but

. So,

2 . 5

2 . 5

and

2 . 5

are

is to the left of

is less than

. That means

Student B did worse than Student A.

4.

A carp is swimming approximately

1
4

feet beneath the

waters surface, and a sunfish is swimming approximately

1
2

feet beneath the waters surface. Which fish is swimming farther

beneath the waters surface?

1
4

1
2

I drew a vertical number line, and

below zero than

1
2

1
2

. So,

1
4

1
4

is farther

is less than

, which means the carp is swimming farther

beneath the waters surface.

Example 2 (3 minutes)
Example 2
Henry, Janon, and Clark are playing a card game. The
object of the game is to finish with the most points. The
scores at the end of the game are Henry:

, Janon:

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Development (Comments)

Development
0

, and Clark:

. Who won the game? Who came

in last place? Use a number line model, and explain how

you arrived at your answer.

Read: Henry:

Draw:

Explain:

Janon won the game, and Henry came in last place. I

, Janon:

, and Clark:

ordered the numbers on a number line, and

farthest to the left. That means

is

is the smallest

of the three numbers, so Henry came in last place.

Next on the number line is

right of

right is

, which is to the

but to the left of

; therefore,

. Farthest to the

is the greatest of the

three numbers. This means Janon won the game.

Exercises 56 (6 minutes)
Exercises 56
For each problem, order the rational numbers from least to
greatest by first reading the problem, then drawing a
number line diagram, and finally, explaining your answer.
5.
Henry, Janon, and Clark are playing another round of the
card game. Their scores this time are as follows:
Clark:

, Janon:

, and Henry:

. Who won?

Who came in last place?

Clark won the game, and Henry came in last place. I

ordered the numbers on a number line, and

farthest to the left. That means

is

is the smallest

of the three numbers, so Henry lost. Next on the

number line is

and to the left of

, which is to the right of

. Farthest to the right is

, which is the greatest of the three negative

numbers, so Clark won the game.

6.
Represent each of the following elevations using a rational
number. Then, order the numbers from least to greatest.
Cayuga Lake

122

meters above sea level

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Development (Comments)

Development
1,629

Mount Marcy
meters above sea level

15.24

New York Stock Exchange Vault

meters below sea level

15 . 24

122

1 ,629

I drew a number line, and

15 . 24

is the only

number to the left of zero, so it is the least (because as

you move to the right, the numbers increase). Next on

122

the number line is

, which is to the right of

1 ,629

zero. Last on the number line is

the right of

122

, so

1 ,629

, which is to

meters is the

greatest elevation.

Closure (Comments)
Scaffolding:

Some students
need to rely on the
number line for
this activity.
Others do not, as
they have moved
from the pictorial
to the abstract
stage.

Closure
This Closing is a verbal game similar to the Opening Exercise.
However, instead of asking questions, students use the two clues the
teacher provides and, as a visual model, the number line diagram in
their materials. Using the clues and the number line, students
determine the value of each number and which number is greater.
When a student raises his hand and is called upon, he states the
values and which is greater.
Listed below are five rounds of potential questions.

Round 1: The first number is

The second number is

Adjust the wait

3 units to the right of 1 .

5 units to the left of 4 . What is

the value of each number, and which is greater?

First Number:
than

2 ; Second Number:

1 ; 2 is greater

1 .

Round 2: The first number is neither positive nor negative.

The second number is

1 unit to the left of 1 . What is

the value of each number, and which is greater?

First Number:
than

0 ; Second Number:

2 ; 0

is greater

2 .

Round 3: The first number is

1
2

units to the right of

5 . The second number is 3 units to the right of 0 .

What is the value of each number, and which is greater?

First Number:
than

3.5 ; Second Number: 3 ; 3.5 is greater

3 .
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Closure (Comments)

Closure

Round 4: The first number is

The second number is

1
4

7 .

unit to the left of

units to the left of

1 . What is

the value of each number, and which is greater?

7.25 ; Second Number:

First Number:

Round 5: The opposite of the first number is

right of

2 units to the

3 . The opposite of the second number is

to the left of

is

7.25 .

greater than

7 ; 7

2 units

3 . What is the value of each number, and

which is greater?

5 ; Second Number:

First Number:
than

5 ; 5 is greater

5.

Closing: What Is the Value of Each Number, and Which Is

Larger?
Use your teachers verbal clues and this number line to
determine which number is larger.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
In math class, Christina and Brett are debating the relationship
between two rational numbers. Read their claims below, and then
write an explanation of who is correct. Use a number line model to
support your answer.

Christinas Claim: I know that

must be greater than

Bretts Claim: Yes,

1
3 is greater than 2
3
2 . So,

1
2 .

1
3 is greater than 2
2 , but when you look at
Page 10 of 11

Formative Evaluation

Formative evaluation
their opposites, their order will be opposite. So, that means
greater than

1
2

is

3 .

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

Page 11 of 11