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 #

Real-World Positive and Negative 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

Page 1 of 17

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 17

Unit Real number system

Lesson
Overview

Date

Real-World Positive and Negative Numbers

Students use positive and negative numbers to indicate a change (gain or loss) in
elevation with a fixed reference point, temperature, and the balance in a bank account.

Students use vocabulary precisely when describing and representing situations involving
integers; for example, an elevation of

Materials & resources

Week #

10 feet is the same as 10 feet below

the fixed reference point.

Students choose an appropriate scale for the number line when given a set of positive
and negative numbers to graph.

Materials & resources

(Comments)

Start-up (Comments)
Scaffolding:
For kinesthetic
learners,
provide
students with
white boards
and markers
to create
their number
Common
Misconceptions
Explain to students how
to choose an
appropriate scale. Pay
careful attention to
student graphs, and
MP.
address common
4
misconceptions, such
as:
Unequal intervals
Intervals should be
equal from one mark
to the next. This
usually happens when
students stop skipcounting in order to
make the numbers fit
on the diagram (e.g

Start up
Opening Exercise (5 minutes)
Display a number line without a scale labeled. Pose the following
questions to the whole group, and allow students three minutes to
discuss their responses in pairs. Record feedback by labeling and
relabeling the number line based on different responses.

Discuss the following:

Explain how you would show

I would start at zero and move to the right

150

units.

What strategy would you use to number the number line in

order to show

150 on a number line.

150 ?

I would locate (place) zero as far to the left as possible and

use a scale of

10 . I could also label the first tick mark

140 and count by ones.

If you want to have zero and

150 on the given number line,

what scales would work well (what should you count by)?

I could count by fives, tens, or twenty-fives.

. , 5 , 10 ,
15 , 20 , 50 ,
100 , 150 ).
MiscountingThis is
usually the result of
students rushing and
not paying attention to
Page 3 of 17

Start-up (Comments)

Start up

details. Students
should always check
their scales for
accuracy before
plotting points.
Always starting at zero
The problem should
determine the
appropriate start and
end point for a number
line. Help struggling
students by counting
the number of tick
marks (lines) first in
order to determine a
starting point.
Not using the entire
number line diagram
Spacing should be
evenly distributed
throughout a number
line. This usually
happens when
students are counting
by a value that is too
large (e.g., counting
by tens instead of
twos).

Page 4 of 17

Development
(Comments)

Development
Example 1 (10 minutes): Take It to the Bank
The purpose of this example is for students to
understand how negative and positive numbers
can be used to represent real-world situations
involving money. Students are introduced to basic
financial vocabularydeposit, credit (credited),
debit (debited), withdrawal, and change (gain or
loss) throughout the example. The teacher should
access prior knowledge by having students
independently complete the first two columns of
the KWL graphic organizer in their student
materials. Monitor student responses, and select a
few students to share out loud.
Example 1: Take It to the Bank
Read Example 1 silently. In the first
column, write down any words and
definitions you know. In the second
column, write down any words you do
not know.
For Tims 13th birthday, he received

$ 150

in cash from his mom. His

dad took him to the bank to open a

savings account. Tim gave the cash
to the banker to deposit into the
account. The banker credited Tims
new account

$ 150

and gave Tim

a receipt. One week later, Tim

deposited another

$ 25

that he

had earned as allowance. The next

month, Tims dad gave him
permission to withdraw

$ 35

to

buy a new video game. Tims dad

explained that the bank would charge
a

$5

fee for each withdrawal

from the savings account and that

each withdrawal and charge results in
a debit to the account.
Already Know:

Words I Want to Know:

Bank accountplace where you put your money

Credited

Receiptticket they give you to show how much

Debit
Fee
Deposit
Withdraw

In the third column, write down any

new words and definitions that you
learn during the discussion.

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Development
(Comments)

Development
Exercises 12 (7 minutes)
These exercises ask students to number the
events of the story problem in order to
show how each action can be represented
by an integer and modeled on a number
line. Record the events in the diagram
below.

Complete the first exercise, and then wait

for further instruction.
Exercises 12
1. Read Example 1 again. With your partner,
number the events in the story problem.
Write the number above each sentence to
show the order of the events.
For Tims 13th birthday, he received

$ 150

in cash from his mom. His

dad took him to the bank to open a

savings account. Tim gave the cash
to the banker to deposit into the
account. The banker credited Tims

new account

$ 150

and gave Tim

a receipt. One week later, Tim

deposited another

$ 25

that he

had earned as allowance. The next

month, Tims dad gave him

permission to withdraw

$ 35

to

buy a new video game. Tims dad

explained that the bank would charge

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Development
(Comments)

Development
$5

fee for each withdrawal

from the savings account and that

each withdrawal and charge results in
a debit to the account.

After students complete Exercise 1, precisely

define vocabulary to describe each situation as an
integer, and model the integer on a number line.
Pose the following questions throughout the
exercise. Point out that zero represents the
balance before each transaction in the story
problem.
Discuss the following:

Tim receives

$ 150 for his birthday. Do

you think this will be a positive or negative

number for Tims money? Explain.

Positive;

$ 150 is a gain for Tims

money. Positive numbers are greater than

0.

How much money is in the account when

Tim opened it? What does this number
represent in this situation?
The account has $ 0

in it because Tim

had not put in or taken out any money.

Zero represents the starting account
balance.

The

$ 150 that Tim gives the banker is

called a deposit. A deposit is the act of

putting money into a bank account. To
show the amount of money in Tims savings
account, would this deposit be located to
the left or right of zero on the horizontal
number line?

This deposit is located to the right of zero

because it increases the amount of money
in the savings account.
The bank credited the account

$ 150 . A

credit is when money is deposited into an

account. The account increases in value.
How would you represent a credit of

$ 150 as an integer? Explain.

Since a credit is a deposit and deposits are

written as positive numbers, then positive
Page 7 of 17

Development
(Comments)

Development
150 represents a credit of $ 150 .

Tim makes another deposit of

$ 25 .

Would this be a positive or negative number

for Tims savings account, and how would
you show it on a horizontal number line?

A deposit increases the amount of money

in the savings account, so

25 is

positive. I would place the point

25

units to the right of zero.

The bank creates a debit of $ 5

for any

withdrawal. What do you think the word

debit means in this situation?

A debit sounds like the opposite of a credit.

It might be something taken away. Taking
money out of the savings account is the
opposite of putting money in.

A debit means money paid out of an

account. It is the opposite of a credit. Are
debits represented as positive or negative
numbers on the horizontal number line for
the amount of money in a savings account?

A debit is represented as a negative

number to the left of zero on a number line
because debits are the opposite of credits,
which are positive numbers.

The bank charges a

$ 5 service fee for

any withdrawal from a savings account. A

charge, also called a fee, is the amount of
money a person has to pay for something.
Can you name a situation where you would
have to pay a charge?

I would have to pay a charge at an

amusement park, a concert, a basketball
game, or a doctors office.
How would you represent a charge of

$5

for Tims savings account on the horizontal

number line?

A charge of

$ 5 would be 5

because money is being taken out of the

account. I would find positive five on the
number line by starting at

and

Page 8 of 17

Development
(Comments)

Development
5 units to the right. Then, I

moving

5 units going left of zero to

would count
end at

5 .
$ 35 from his account.

Tim withdrew

Based on the story problem, what is the

meaning of the term withdraw?

Since Tim wanted to buy something, he

took money out of the account. I think
withdraw means to take money out of an
account.

To withdraw money is to take money out of

an account. How would you represent the

$ 35 for the video game as an integer for

Tims savings account?

The money was taken out of Tims

account; it would be represented as

35 .
2.

Write each individual description below as

an integer. Model the integer on the
number line using an appropriate scale.
EVENT
INTEGER NUMBER LINE MODEL
Open a bank account

$0

with

Make a

$ 150

150

deposit.
Credit an account for

$ 150

Make a deposit of

$ 25

A bank makes a charge

of

$5

Tim withdraws

$ 35

150

25

35

Example 2 (7 minutes): How Hot, How Cold?

This example gives students practice reading
thermometers in both Fahrenheit and Celsius
Page 9 of 17

Development
(Comments)

Development
scales. Students write temperatures as integers
and describe how temperature could be modeled
on a vertical number line.
Example 2: How Hot, How Cold?
Temperature is commonly measured
using one of two scales, Celsius or
Fahrenheit. In the United States, the
Fahrenheit system continues to be
the accepted standard for
nonscientific use. All other countries
have adopted Celsius as the primary
scale in use. The thermometer shows
how both scales are related.
a.

The boiling point of water is

100 C

100

. Where is

degrees

Celsius located on the thermometer to

the right?

Freezing point of water in

It is not shown because the

greatest temperature shown

50 C

in Celsius is

b.

On a vertical number line, describe

the position of the integer that
represents

100 C

The integer is

100

it would be located

.
, and

100

units above zero on the

Celsius side of the scale.
c.

Write each temperature as an integer.

i.

The temperature shown on the

thermometer in degrees
Fahrenheit:

100
ii.

The temperature shown on the

thermometer in degrees Celsius:

38
iii.

The freezing point of water in

degrees Celsius:

0
d.

If someone tells you your body

temperature is

98.6

, what scale

is being used? How do you know?

Since water boils at

Page 10 of 17

Development
(Comments)

Development
100 C

, they must be

using the Fahrenheit scale.

e.

Does the temperature

degrees

mean the same thing on both scales?

No.

0C

32 F

corresponds to

0 F

, and

corresponds to

18 C

approximately

Scaffolding:
Provide kinesthetic
and visual
learners with a
thermometer to

Address the common misconception on how to

describe negative temperatures.

10

can

be read as negative ten degrees Celsius. It can

also be read as ten degrees below zero.
However, it should not be read as negative ten
degrees below zero.
Temperatures that are above zero can be stated as
their numerical value. For example, describing a
fever of

102

can be simply stated as one

hundred two degrees.

Exercises 35 (7 minutes)
The following problems provide students additional
practice with real-world positive and negative
numbers and zero. Give students time to share
responses to the whole group.
Exercises 35
3.

Write each word under the appropriate

column, Positive Number or Negative
Number.
Gain
Loss
Deposit
Credit
Debit
Charge
Below Zero
Withdraw
Owe
Receive
Positive Number
Negative Number
Loss
Gain

Debit

Deposit

Charge

Credit

Below zero

Receive

Withdraw
Owe

3.

Write an integer to represent each of the

following situations:
a.

A company loses

$ 345,000

in

Page 11 of 17

Development
(Comments)

Development
2011.

345,000

b.

You earned

$ 25

for dog sitting.

25

c.

Jacob owes his dad

$5

5
d.

The temperature at the suns surface

is about

5,500 C

5,500

e.

The temperature outside is

degrees below zero.

f.

A football player lost

10

yards

when he was tackled.

10

4.

Describe a situation that can be modeled

by the integer

15

. Explain what zero

represents in the situation.

Answers will vary. I owe my best
friend

$ 15

. In this situation,

represents my owing

nothing to my best friend.

Closure (Comments)

Closure
Closing (2 minutes)
Page 12 of 17

Closure (Comments)

Closure
How did we represent debit and credit on a number line?

A debit is represented as a negative number that is located to

the left of (or below) zero. A credit is represented as a positive
number that is located to the right of (or above) zero.
Can a temperature of

9 degrees be described as Negative

nine degrees below zero? Why or why not?

No, because below zero already means that the temperature is negative.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
1. Write a story
problem that
includes both
integers

8 and

12 .

2. What does zero represent in your story problem?

3. Choose an appropriate scale to graph both integers on the vertical

number line. Label the scale.

4. Graph both points on the vertical number line.

Exit Ticket Sample Solutions

Page 13 of 17

Formative Evaluation

Formative evaluation
4.
Write
a story
problem that
includes both
integers

8
12

and
.

Page 14 of 17

Formative Evaluation

Formative evaluation
Answers may vary. One boxer gains

12

pounds of

muscle to train for a fight. Another boxer loses

pounds of fat.
5.

What does zero represent in your story problem?

Zero represents no change in the boxers weight.

6.

Choose an appropriate scale to graph both integers on the

vertical number line. Label the scale.
I chose a scale of

7.

Graph both points on the vertical number line.

Problem Set Sample Solutions

5.

Express each situation as an integer in the space provided.

points in a game

56

A fee charged of

$2

A temperature of

32

A gain of

56

56

32

degrees below zero

56

-yard loss in a football game

The freezing point of water in degrees Celsius

A

$ 12,500

12,500

deposit

For Problems 25, use the thermometer to the right.

8.

Each sentence is stated incorrectly. Rewrite the

sentence to correctly describe each situation.
a.

The temperature is

10

degrees

Fahrenheit below zero.

Correct: The temperature is

10 F

OR

Page 15 of 17

Formative Evaluation

Formative evaluation
The temperature is

10

degrees below zero

Fahrenheit.

b.

The temperature is

22

degrees Celsius below zero.

Correct: The temperature is

22 C

OR
The temperature is

22

degrees below zero

Celsius.
9.

Mark the integer on the thermometer that corresponds to the

temperature given.
a.

70 F

b.

12 C

c.

110 F

d.

4 C

10. The boiling point of water is

212 F

. Can this thermometer

be used to record the temperature of a boiling pot of water?

Explain.
No, it cannot because the highest temperature in
Fahrenheit on this thermometer is

120

11. Kaylon shaded the thermometer to represent a temperature of

20

degrees below zero Celsius as shown in the diagram. Is

she correct? Why or why not? If necessary, describe how you

would fix Kaylons shading.
She is incorrect because she shaded a temperature of

20 F
segment at

. I would fix this by marking a line

20 C

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

and shade up to that line.

Page 16 of 17

References

References

Page 17 of 17