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 #

Absolute ValueMagnitude and Distance

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 10

Unit The Real number system

Lesson

Date

Absolute ValueMagnitude and Distance

Week #

Overview Student Outcomes

Materials & resources

Students understand the absolute value of a number as its

distance from zero on the number line.

Students use absolute value to find the magnitude of a positive

or negative quantity in a real-world situation.

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (4 minutes)
For this warm-up exercise, students work individually to record two
different rational numbers that are the same distance from zero.
Students find as many examples as possible and reach a conclusion
about what must be true for every pair of numbers that lie that same
distance from zero.
Opening Exercise

MP.
8
After two minutes:

Scaffolding:
Provide students with
a number line so
they can
physically count
the number of
units between a

What are some examples you found (pairs of numbers that are
the same distance from zero)?

1
2

and

1
2

8.01

and

8.01 , 7

and

7 .

What is the relationship between each pair of numbers?

They are opposites.

How does each pair of numbers relate to zero?

Both numbers in each pair are the same distance from zero.

Discussion (3 minutes)

We just saw that every number and its opposite are the same
distance from zero on the number line. The absolute value of a
number is the distance between the number and zero on a
number line.

In other words, a number and its opposite have the same

absolute value.

What is the absolute value of

The absolute value of

5 ? Explain.

5 is 5 because it is 5 units
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Start-up (Comments)

Start up
from zero.

What is the absolute value of

The absolute value of

5 ?
5 because it is also

is also

5 units from zero.

5 and 5

Both

5 and 5

Development (Comments)

opposites.

What is the absolute value of

1 ?

1
What other number has an absolute value of

1 also has an absolute value of

1

are five units from zero, which makes

1 ? Explain.

1 because 1 and

are opposites, so they have the same absolute value.

What is the absolute value of

0 ?

Development
Example 1 (3 minutes): The Absolute Value of a Number
Example 1: The Absolute Value of a
Number
The absolute value of ten is written as

|10|

number line, count the number of units from

. How many units is

10

from

. On the

10

to

|10|=10

What other number has an absolute value of

|10|=10
and

10

because
and

10

10

is

10

10

? Why?

units from zero

are opposites.

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Development (Comments)

Development

The absolute value of a number is the distance between the number and zero on
number line.

Exercises 13 (4 minutes)
Exercises 13
Complete the following chart.
Absolute
Value

Number

1.

2.

3.

Number Line Diagram

|6|=6

|8|=8
|1|=1

Example 2 (3 minutes): Using Absolute Value to Find

Magnitude
Example 2: Using Absolute Value to Find Magnitude
Mrs. Owens received a call from her bank because she had
a checkbook balance of

$ 45

. What was the

magnitude of the amount overdrawn?

|45|=45
account by

Mrs. Owens overdrew her checking

$ 45

The magnitude of a measurement is the absolute value of its

measure.

Exercises 48 (6 minutes)
Exercises 48

MP.
6

For each scenario below, use absolute value to determine

the magnitude of each quantity.
4.

Maria was sick with the flu, and her weight change as a result of
it is represented by

pounds. How much weight did Maria

lose?

|4|=4

Maria lost

pounds.

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Development (Comments)

Development
5.

|5|=5
6.

$5

Jefrey owes his friend

. How much is Jefreys debt?

$5

Jeffrey has a

debt.

The elevation of Niagara Falls, which is located between Lake

326

Erie and Lake Ontario, is

feet. How far is this above sea

level?

|326|=326

It is

326

feet above sea

level.

7.

16

How far below zero is

degrees Celsius?

16 C

|16|=16

16

is

degrees

below zero.
8.

Frank received a monthly statement for his college savings

account. It listed a deposit of

$ 25

listed a withdrawal of

$ 100

+100.00

as

25.00

as

showed an overall ending balance of

. It

. The statement

$ 835.50

. How much

money did Frank add to his account that month? How much did
he take out? What is the total amount Frank has saved for
college?

|100|=100

Frank added

$ 100

to his

account.

|25|=25

$ 25

Frank took

out of his

account.

|835.50|=835.50

The total amount of Franks

$ 835.50

savings for college is

Exercises 919 (13 minutes)

Students work independently for 810 minutes. Allow 35 minutes to
go over the answers as a whole group.
Exercises 919
9.

Meg is playing a card game with her friend, Iona. The cards have
positive and negative numbers printed on them. Meg exclaims:
The absolute value of the number on my card equals

What is the number on Megs card?

|8|=8

or

Meg either has

|8|=8
8

or

on her card.

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Development (Comments)

Development
10. List a positive and negative number whose absolute value is

greater than

. Justify your answer using the number line.

|4|=4

Answers may vary.

4 >3

7>3

and

from zero to
value of

right of
than

is

is

units. So, the absolute

. The number

is greater
on a

units, so the absolute value of

. Since

the number line,

is to the

. The distance from zero to

is

on the number line, so

number line is

. On a number line, the distance

|7|=7

and

is to the right of

is greater than

on

11. Which of the following situations can be represented by the

10

absolute value of

? Check all that apply.

The temperature is

10

degrees below zero.

Express this as an integer.

X

Determine the size of Harolds debt if he owes

$ 10
X

Determine how far

10

is from zero on a

number line.

10

degrees is how many degrees above zero?

12. Julia used absolute value to find the distance between

and

on a number line. She then wrote a similar statement to

represent the distance between

and

. Below is her

work. Is it correct? Explain.

|6|=6
No. The distance is

to

value of
was

or

and

6
to

|6|=6
units whether you go from

should also be

. So, the absolute

, but Julia said it

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Development (Comments)

Development
13. Use absolute value to represent the amount, in dollars, of a

$ 238.25

profit.

|238.25|=238.25
14. Judy lost

15

pounds. Use absolute value to represent the

number of pounds Judy lost.

|15|=15
15. In math class, Carl and Angela are debating about integers and
absolute value. Carl said two integers can have the same
absolute value, and Angela said one integer can have two
absolute values. Who is right? Defend your answer.
Carl is right. An integer and its opposite are the same
distance from zero. So, they have the same absolute
values because absolute value is the distance between
the number and zero.

16. Jamie told his math teacher: Give me any absolute value, and I
can tell you two numbers that have that absolute value. Is
Jamie correct? For any given absolute value, will there always be
two numbers that have that absolute value?
No, Jamie is not correct because zero is its own
opposite. Only one number has an absolute value of

, and that would be

17. Use a number line to show why a number and its opposite have
the same absolute value.
A number and its opposite are the same distance from
zero but on opposite sides. An example is

. These numbers are both

and

units from zero.

Their distance is the same, so they have the same

absolute value,

18. A bank teller assisted two customers with transactions. One

customer made a

$ 25

withdrawal from a savings account.

The other customer made a

$ 15

deposit. Use absolute value

to show the size of each transaction. Which transaction involved

more money?

|25|=25

and

|15|=15

. The

$ 25

withdrawal involved more money.

Page 8 of 10

Development (Comments)

Development
7

19. Which is farther from zero:

3
4

1
2

or

is

? Use absolute

value to defend your answer.

The number that is farther from

This is because

|7 34|=7 34

3
4

|7 12|=7 12

and

Absolute value is a numbers distance from zero. I

compared the absolute value of each number to
determine which was farther from zero. The absolute
value of

Closure (Comments)

1
2

3
4

1
2

is

than

1
2

than

1
2

is

3
4

. The absolute value of

. We know that

. Therefore,

3
4

is greater

is farther from zero

Closure

I am thinking of two numbers. Both numbers have the same

absolute value. What must be true about the two numbers?

The numbers are opposites.

Can the absolute value of a number ever be a negative

number? Why or why not?

No. Absolute value is the distance a number is from zero. If

you count the number of units from zero to the number, the
number of units is its absolute value. You could be on the
right or left side of zero, but the number of units you count
represents the distance or absolute value, and that will always
be a positive number.

How can we use absolute value to determine magnitude? For

instance, how far below zero is

8 degrees?

Absolute value represents magnitude. This means that

degrees is

Formative Evaluation
(Comments)

3
4

8 units below zero.

Formative evaluation
Exit Ticket
Jessie and his family drove up to a picnic area on a mountain. In the
Page 9 of 10

Formative Evaluation

Formative evaluation
morning, they followed a trail that led to the mountain summit, which

2,000 feet above the picnic area. They then returned to the

was

picnic area for lunch. After lunch, they hiked on a trail that led to the
mountain overlook, which was
a

3,500 feet below the picnic area.

Locate and label the elevation of the mountain summit and

mountain overlook on a vertical number line. The picnic area
represents zero. Write a rational number to represent each
location.
Picnic area:

Mountain summit:
Mountain overlook:
b

Use absolute value to represent the distance on the number

line of each location from the
picnic area.
Distance from the picnic area to the mountain summit:

Distance from the picnic area to the mountain overlook:

What is the distance between the elevations of the summit

and overlook? Use absolute value and your number line from
part (a) to explain your answer.

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

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