Professional Documents
Culture Documents
Unit The Real Numbers System Week # Lesson Date: AS8 Project-Based Learning AS9 Technology Integration
Unit The Real Numbers System Week # Lesson Date: AS8 Project-Based Learning AS9 Technology Integration
Unit The Real Numbers System Week # Lesson Date: AS8 Project-Based Learning AS9 Technology Integration
INTRODUCCION
Academic
Strategies (AS)
Suplementary &
complementary
strategies (SS)
Scientific based
strategies (SB)
(Marzano)
High School
Student Profile
(SP)
Standard,
Expectations
Week #
Date
SP4 Entrepreneur
SP5 Engaged in communities
Level of Knowledge
Indicator
STANDARDS
Standard,
Expectations
FUNCTIONS
Level of Knowledge
Indicator
Standard,
Expectations
Level of Knowledge
Indicator
(Concepts & Big ideas) OBJECTIVES
Formative Assessment
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 11
CURRICULAR INTEGRATION
Transversal
themes
Morale
Strategies
Values
Technology
Standards
Accomodations
Peace education
Education & technology
Deliberation
Action research
Civism
Respect
Communication & Collaboration
Socratic dialogue
Values clarification
Reliability
Responsibility
Research & Information fluency
Digital citizenship
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
Date
Week #
Lesson Notes
Previous lessons have prepared students for this lesson. Students
have developed an understanding of how to represent, order, and
compare rational numbers and now write and interpret inequality
statements involving rational numbers.
(Comments)
Start-up (Comments)
Start up
Classwork
Opening Exercise (3 minutes)
As students enter the room, the following question is posted on the
board (and is in the student materials).
The amount of money I have in my pocket is less than
greater than
$ 5 but
$ 4 .
$4
$5 .
Opening Exercise
The amount of money I have in my pocket is less than
$5
a.
b.
$ 4.75
and
$4
$4
4.00< 4.75
c.
$5
4.75<5.00
Page 3 of 11
Start up
Start-up (Comments)
Discussion (5 minutes)
Allow time for students to share with the class their answers from part
(a) of the Opening Exercise.
5 .
and
4.308
and
and
5 , but
Development
(Comments)
Yes.
4.00< 4.75<5.00
Development
Exercises 14 (4 minutes)
Students use a number line model to represent the
order of the numbers used in their Opening
Exercise (or in the example just discussed as a
whole group). Students then graph three points:
Page 4 of 11
Development
(Comments)
Development
Exercises 14
2.
3.
4
4.
and
5.
is less than
4.75
4.75
is less than
4 <4.75<5
) and
Page 5 of 11
Development
Development
(Comments)
and
9
a.
1
2
.
From least to greatest:
8<9< 10
b.
10
1
2
1
10 >9>8
2
Example 2 (4 minutes): Interpreting Data
and Writing Inequality Statements
Example 2: Interpreting Data and
Writing Inequality Statements
Mary is comparing the rainfall totals
for May, June, and July. The data is
reflected in the table below. Fill in
the blanks below to create inequality
statements that compare the
Changes in Total Rainfall for each
month (the right-most column of the
table).
Month
May
2 .3
3 .7
1 . 4
June
3.8
3 .5
0.3
July
3 .7
3 .2
0 .5
1.4 <0.3<0.5
0.5>0.3>1.4
From least to greatest
From greatest to least
Page 6 of 11
Development
(Comments)
Development
In this case, does the greatest
number indicate the greatest change
in rainfall? Explain.
No. In this situation, the greatest
change is for the month of May since
the average total rainfall went down
1.4
inches, but
0.5
Exercises 58 (8 minutes)
Students work independently to answer the
following questions. Allow time for students to
present their answers and share their thought
processes to the class. Use the following as an
optional task: Have students transfer their word
problems for Exercise 8 onto paper using colorful
markers or colored pencils, and display them in the
classroom.
Exercises 58
6.
3<1
7.
$ 55
$ 75
. Her
55
and
75
55>75
8.
18
, and
18 . 5
70
from least to
Page 7 of 11
Development
(Comments)
Development
statement:
18<18 . 5<70.
18<18 .5< 70
because
, so
70<18 . 5<18
9.
19< 40
19
degrees
40
degrees
40
is above
19
know that
19
is below zero, we
40
is greater than
40
19
degrees
Fahrenheit.
Development
(Comments)
Development
MP. Students are asked to look closely at two related
7 examples from the Sprint and explain the
relationship between the numbers order, the
inequality symbols, and the graphs of the numbers
on the number line.
,1 ,0
,1 ,0
a.
1<
0>
b.
1
<0
4
and
1
>1
4
is farthest
1
4
is in
between.
c.
8>0.5>1.8
and
Page 9 of 11
Development
(Comments)
Development
1.8< 0.5<8
Closure (Comments)
Closure
3 , 8 , and
10 .
1<2<3 or 3>2>1 .
symbol,
Page 10 of 11
Formative Evaluation
(Comments)
Formative evaluation
Kendra collected data for her science project. She surveyed people
asking them how many hours they sleep during a typical night. The
chart below shows how each persons response compares to
Name
Number of
Hours
(usually slept
each night)
Frankie
8.5
0.5
Mr. Fields
1.0
Karla
9.5
1.5
Louis
Tiffany
3
4
Compared to
Hours
1
4
a.
b.
Using your answer from part (b) and inequality symbols, write one statement that shows the relationship
among all of the numbers.
Differentiated instruction
(Comments)
Differentiated instruction
Homework(Comments)
Homework
Reflection (Comments)
Reflection on praxis
Test items
References
References
Page 11 of 11