GUIA SEMANAL: MATEMATICA Grado 11mo- 12mo

COURSE: MAT 131 1448: Matemtica Actualizada 1

Leonardo Torres Pagn, PhD

UNIDAD

Sema
na #

Lesson

Fecha

Estrategias
Acadmicas

INTRODUCCION

Estrategias
suplementarias y
complementarias

Estrategias de
base cientfica
(Marzano)

Perfil del
estudiante de
escuela superior
(SP)

AS1 Desarrollo conceptual

AS2 Integracin curricular
AS3 Aprendizaje colaborativo
SS1 Context teaching
SS2 Collaborative learning
SS3 Brain based learning
SS4 Stations

AS4 Comprensin lectora

AS7 Instruccin diferenciada
AS5 Aprendizaje basado en
AS8 Aprendizaje basado en
problemas
proyectos
AS6 Aprendizaje significativo
AS9 Integracin de la tecnologa
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
SP1 Aprendiz
SP2 Comunicador efectivo
SP3 Etico

SP4 Emprendedor
SP5 Apoderado con las comunidades
Nivel de pensamiento
Memoria
Procedimental
Estratgico
Extendido
Nivel de pensamiento
Memoria
Procedimental
Estratgico
Extendido
Nivel de pensamiento
Memoria
Procedimental
Estratgico
Extendido

Estndar y
Expectativa

ESTANDARES

Indicador
Estndar y
Expectativa
Indicador
Estndar y
Expectativa

(Concepts & Big ideas) OBJECTIVES

Indicador
At the end of the study of this lesson, the student without
difficulties (at least 70% of practice exercises done correctly) will

Unit: lessons

Formative Assessment: A review of their work will help with assessing

students understanding of the concepts that were presented in todays lesson and
planning more effectively for future lessons.

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

CURRICULAR INTEGRATION

Temas
transversale
s
Estrategias
Educ moral
Valores
Estndares
de
tecnologa

Identidad cultural
Educacin ambiental
Perspectiva de gnero
Dilema
Juego de roles
Kindness
Justicia
Creativoidad e innovacin
Pensamiento crtico, solucin
de problemas y toma de
decisiones

Educacin para la paz

Education & technology

Educacin para el trabajo

Educacin cvica y tica

Deliberacin moral
Investigacin-accin
Civismo
Respeto
Comunicacin y colaboracin

Dilogo socrtico
Clarificacind e valores
Reliability
Responsabilidad
INvestigacion y literacia informtica

Ciudadana digital

Technology operations & concepts

Disciplinaria
Comunidad

Accomodations

LLE

EE

Dotados y
talentosos

cinInstruc

504
Contenido
Proceso

Unit: lessons

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: . Provide frequent and specific feedback to the student on performance. Preferred seating, Use
color marker to highlight key words. Provide powerpoint slides. Sort examples and non-examples appropriately.
Provide students with examples
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, ,