1

WEEKLY GUIDE
M AT H E M AT I C S
Leonardo Torres Pagan, Ph.D

Unit

Date _________, _____ to _____, 2015

Lesson
o

INTRODUCCION

Academic
o
Strategies

o
o
Suplementary and o
complementary
strategies o
o
o
Scientific based o
strategies
(Marzano) o

o
o

(Concepts & Big ideas) OBJECTIVES MATH PRACTICES

STANDARDS PRCC

Perfil del
estudiante

o
o
o

Conceptual development
Curricular integration
Cooperative learning
Context teaching
Collaborative learning
Brain based learning
Stations

o
o
o

Reading comprehension o Differentiated instruction

Problem-based learning o Project-based learning
Significant learning
o
o Problem solving
o Technology integration
o Values clarification
o Scaffolding

Identifying similarities and differences

Cooperative learning

Summarizing and note taking

Setting objectives and providing feedback

Homework and practice

o
o

Generating and testing hypotheses

Cues, questions, and advance organizers

Non-linguistic representations
Reinforcing effort and providing recognition
Aprendiz
o
Comunicador efectivo
o
Etico
o

Emprendedor
Miembro activo de diversas comunidades

Standard,
Expectations
Indicator

Level of Knowledge Recall & Reproduction

(Webb) Skills & Concepts
1: Make sense of problems and persevere in solving them
2: Reason abstractly and quantitatively
3: Construct viable arguments and critique the reasoning of the others
4: Model with mathematics

Strategic Thinking
Extended Thinking
5: Use appropriately tools strategically
6: Attend to precision
7: Look for and make use of structure
8: Look for and express regularity in repeated reasoning

Assessment

At the end of the study of this lesson, students 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
Quizzess
Reflexive diary

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

NOTES

CURRICULAR INTEGRATION

Transve
rsal
themes
Morale
Strategi
es
Values
Technol
ogy
Standar
ds
Discipline
Literature
Nutrition

Cultural identity
Environmental Education
Gender perspective
Dilemma
Role playing

Peace education
Education & technology

Education for work

Civic & Ethics

Deliberation
Action research

Socratic dialogue
Values clarification

Kindness
Justice
Creativity and innovations

Civism
Respect
Communication & Collaboration

Reliability
Responsibility
Research & Information fluency

Critical thinking, problem solving &

decision making

Digital citizenship

Technology operations & concepts

Community
& Parents

Accomodations

LLE

EE

Gifted &
Talente
d

504
Content
Process
Product

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 self-evaluation 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, cubbing, expression options, graphic organizers, group
investigations, grouping activities, Independent projects, independent studies, interest centers, interest groups, jigsaws,

Diferentiated Instruction

4
journal prompts, layered Curriculum, learning contracts, learning contracts, literature circles, Menus, , Multiple intelligences,
orbital studies, questioning strategies, RAFT, scaffolded Reading/Writing, small group instruction, socrative seminar, stations,
taped material, TIC-TAC-TOE, tiered centers, tiered lessons, tiered products, tired assignments, varied homework, varied
journal prompts, varying organizers, varied questioning strategies, varied texts materials.
Readiness
Interests
Learning profile

5
DAILY LEARNING EXPERIENCES

Closure

Development

Explore

Instructional strategies

Resourc

DAY
Reflection
Theme
Concepts

Worksheet
Video / DVD
Manipulatives
Software
BYOD
Digital projector
Calculators
Advanced organizers
Similarities and differences
Building vocabulary
Interactive games
Complex cognitive tasks
Kinesthetic activities
Cooperative learning
Nonlinguistic representations
Cues and questions
Note taking
Effort and recognition
Practice
Engagement strategies
Setting goals and objectives
Feedback
Student discussion
Graphic organizers
Summarizing
Homework
Tracking student progress
Voting technology
Partial vocabulary
Preassessment
Homework collection
Quick review
Problem of the day
Concept map
Pre-Skills
Review
KWL
Quizz
Homework discussion
Open question
Entrance card
Laboratory
Texts
Presentations
Stations
Oral discussion
Menus
Directed studies
Practice exercises
Summary (3-2-1)
Written assignment
Reflection
Test review
Exercises answer
Q&A
Homework
Exit cards
Exercises
Check list
Index card summary

Worksheet
Video / DVD
Manipulatives
Software
BYOD
Digital projector
Calculators
Advanced organizers
Similarities and differences
Building vocabulary
Interactive games
Complex cognitive tasks
Kinesthetic activities
Cooperative learning
Nonlinguistic representations
Cues and questions
Note taking
Effort and recognition
Practice
Engagement strategies
Setting goals and objectives
Feedback
Student discussion
Graphic organizers
Summarizing
Homework
Tracking student progress
Voting technology
Partial vocabulary
Preassessment
Homework collection
Quick review
Problem of the day
Concept map
Pre-Skills
Review
KWL
Quizz
Homework discussion
Open question
Entrance card
Laboratory
Texts
Presentations
Stations
Oral discussion
Menus
Directed studies
Practice exercises
Summary (3-2-1)
Written assignment
Reflection
Test review
Exercises answer
Q&A
Homework
Exit cards
Exercises
Check list
Index card summary

3-2-1 cards

3-2-1 cards

Reflection Homewor
k
Praxis

Formative Assessment

Academic prompts

DAY

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

Practice

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

Preparation

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

Elaboration

Academic prompts

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

Time:

Practice

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

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

Time:
A

Closure

Development

Explore

Instructional strategies

Resourc

Reflection
Theme
Concepts
Worksheet
Video / DVD
Manipulatives
Software
BYOD
Digital projector
Calculators
Advanced organizers
Similarities and differences
Building vocabulary
Interactive games
Complex cognitive tasks
Kinesthetic activities
Cooperative learning
Nonlinguistic representations
Cues and questions
Note taking
Effort and recognition
Practice
Engagement strategies
Setting goals and objectives
Feedback
Student discussion
Graphic organizers
Summarizing
Homework
Tracking student progress
Voting technology
Partial vocabulary
Preassessment
Homework collection
Quick review
Problem of the day
Concept map
Pre-Skills
Review
KWL
Quizz
Homework discussion
Open question
Entrance card
Laboratory
Texts
Presentations
Stations
Oral discussion
Menus
Directed studies
Practice exercises
Summary (3-2-1)
Written assignment
Reflection
Test review
Exercises answer
Q&A
Homework
Exit cards
Exercises
Check list
Index card summary

Worksheet
Video / DVD
Manipulatives
Software
BYOD
Digital projector
Calculators
Advanced organizers
Similarities and differences
Building vocabulary
Interactive games
Complex cognitive tasks
Kinesthetic activities
Cooperative learning
Nonlinguistic representations
Cues and questions
Note taking
Effort and recognition
Practice
Engagement strategies
Setting goals and objectives
Feedback
Student discussion
Graphic organizers
Summarizing
Homework
Tracking student progress
Voting technology
Partial vocabulary
Preassessment
Homework collection
Quick review
Problem of the day
Concept map
Pre-Skills
Review
KWL
Quizz
Homework discussion
Open question
Entrance card
Laboratory
Texts
Presentations
Stations
Oral discussion
Menus
Directed studies
Practice exercises
Summary (3-2-1)
Written assignment
Reflection
Test review
Exercises answer
Q&A
Homework
Exit cards
Exercises
Check list
Index card summary

3-2-1 cards

3-2-1 cards

Reflection
Praxis

Homewor
k

Formative Assessment

Academic prompts

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

Practice

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

Preparation

Time:

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

Elaboration

Academic prompts

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

Practice

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

Preparation

Time:

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

Elaboration