Planning and Preparation: Substitute lesson plans

1st hour- Study Skills-Room 208A

-Pledge of Allegiance
-Attendance
-Students will do the following:
-Lesson by para-professional
-Grade tracker/agenda
-Homework time

EXAMPLE OF LESSON:

Topic: Rational Numbers

Objectives:
Students will be able to order rational numbers from least to greatest and viceversa.
Students will be able to compare rational numbers (using fractions and decimals).
Student-Friendly Objective: I know what rational numbers are and I can order them.

Assessment Plan: Worksheets, observations, group questions.

Materials Needed: Worksheets (number lines, order fractions worksheets, comparing decimals
and fractions).

Key Vocabulary: Rational numbers, irrational numbers, natural numbers, whole numbers,
integers, decimal, fractions, compare, number line, order, positive number, negative number,
checkbook.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

Check to see if the students remember what rational and irrational numbers are.
Re-Teach vocabulary: natural numbers, whole numbers, integers. (as needed; using
examples.)

“You guys have been learning to convert fractions to decimals and decimals to fractions,
so now we are going to test that knowledge to see if you can compare them and order
them from smallest to greatest.”
First
Ask students: Does anyone remember what rational numbers are?
No
TEACH:
Natural numbers: (what are natural numbers? Tell me some examples) 1,2,3,…. Is zero
a natural #? NO, no fractions
Whole numbers: (whole numbers?) 0,1,2,3, …. Is 1230 a whole number? YES Is -1230
a whole number? NO
Integers: …, -3, -2, -1, 0, 1, 2, 3, ….

ASK: Do you have any questions about these three?

KEEP TEACHING:
Rational numbers: numbers that can be expressed in the form a/b, where a and b are
integers, and b is NOT 0. Numbers that have repeating decimals ARE rational numbers
(2.333-).
TEACH: [Numbers that can’t be expressed as terminating or repeating decimals, or in
the form of fraction are irrational numbers- like pi or sq root of 3=1.73205….]

USE DIAGRAM
Draw diagram on the board and have students fill it out with examples to prove
understanding.
Give certain numbers after they’ve filled the words out and tell them to classify them in
the right place.
0, 1, 2, -3, -4, -10, 10, 81, 3.21, ½, 3/11, 2.33333, pi (irrational)

TEACH:
Examples:
Is this number rational or irrational?
1) 5/22 RATIONAL (because 5 and 22 are integers; 5/22= 0.2272727, or 0.227-) it’s a
repeating decimal
2) sq root of 81 RATIONAL (bc =9)
3) sq root of 56 IRRATIONAL (because it is not repeating or terminating decimal;
=7.48331477….)
Instructional Inputs:

What are rational numbers?

What are some examples of that?
What are some ways you can remember this?
Do you think we can move on?
What are natural numbers/integers/whole numbers?

COMPARING
TEACH: Now we can go ahead and compare and order rational numbers since we
know what they are.
(if needed- “rational numbers are part of everyday life”)
To compare rational numbers, it is easier to convert them into the same form.
(check if they know arrows meaning)

FRACTIONS
TeachwithExample:

1) Compare -1/2 and -3/4.

MODEL:
Method 1
Draw a number line and place them with dots. There is 9 lines.

Answer: So, -3/4<-1/2 (since -3/4 is farther to the left on the number line, it is the lesser
number.)

AND:
Method 2
Rewrite -1/2 with -1 in the numerator. The LCD is 4. Write an equivalent fraction. The
fraction -2/4 is equivalent to -2/4 and -1/2.
Since -3/4<-2/4, -3/4<-1/2

QUICK CHECK:
2) Compare -2/3 and -1/6. Use <, >, =. Write down on board.
Ask: how can we compare these 2 numbers? Any ideas? What can we do first?
Answer: -2/3<-1/6

Ask: Questions?

DECIMALS
TeachwithExample:

1) Compare -4.4 and 4.7

GUIDED PRACTICE:
(Guide through same steps)

ONLY 1 method possible.

Number line!
Answer: -4.4,4.7 (any negative number is less than a positive number).
QUICK CHECK:
2) Compare -4.2 and -4.9. Use <, >, =. Write down on board. Have them do it and show
with boards.
Answer: -4.2>-4.9

ASK: Do you have any questions about anything we talked about?

BEFORE ACTIVITY (comparing wksheet)

LAST EXAMPLE:
1) Compare 4/7 and 0.596
What do we do here? Convert to the same form. Both to decimals or both to fractions.
4/7= 0.5714 (check if they understand tenths, thousandths, hundredths).
Which is bigger?
Answer: 4/7<0.596 (or 0.571<0.596)

HAVE THEM DO THE WORK SHEET OF COMPARING.

Give them 15 min

WHEN THEY ARE DONE…

Now, we can apply this to ordering the numbers.

1) The peaks of four mountains or seamounts are located either below or above sea
level as follows:1/4 mi, -0.2 mi, -2/9mi, 1.1 mi. Order the numbers from least to greatest.

WORK WITH THEM (You can write them all as decimals first, then we can use a
number line to order the numbers)

Answer:-2/9, -0.2, ¼, 1.1

INDIVIDUALLY (on their number line)

2) The following temperatures were recorded during a science project: 12 1/2°C, -4°C,
6.55°C, and -6 1/4 °C. Order the temperatures from least to greatest.
Answer: -6 ¼, -4, 6.55, 12 ½.

If needed, give other set of numbers to order (EXTRA) least to greatest.

-3/5, 0.625, 2/3, -0.5
Answer: -3/5, -0.5, 0.625, 2/3

3/2, 0.25, -3/4, -1.0

Answer: -1.0, -3/4, 0.25, 3/2

6/11, -1.5, 0.545, ½

Answer: -1.5, ½, 0.545, 6/11

7/3, 2.4, -6/25, -1.34

Answer: -1.34, -6/25, 7/3, 2.4

Independent practice/application:
If students finish all work and understand comparing and ordering rational numbers,
have them do the independent practice worksheet.

Problem:
Here is part of Mr. Lostcash’s checkbook register. Find his balances, and order them
from greatest to least.

Description Debits (-) Credits (+) Balance

Paycheck 122.18 122.18
Sneakers 95.00 27.18
Two outfits 68.09 -40.91
Paycheck 122.18 81.27
Insufficient funds 25.00 56.27
fee
Three CDs 59.97 -3.70

Ordered Answer: 122.18, 81.27, 56.27, 27.18, -3.70, -40.91

Extra notes:
“A number line can be used to show the sets of natural numbers, whole numbers, integers, and
rational numbers. Values greater than 0, or positive numbers, are listed to the right of 0, and
values less than 0, or negative numbers, are listed to the left of 0.”
-Teacher math book.

2nd hour Pre-Algebra

Co-teach with another teacher
EXAMPLE OF LESSON:

Topic: Pre-Algebra – Equations

Objectives:
Students will be able to solve equations- involving integers, variables, and order of
operations

Assessment Plan: Worksheets, observations, group questions.

Materials Needed: Worksheets (Multi-step equations maze). Equations for each station
(10 stations).

Differentiation: Set up chairs on stations for students that might need to sit while
working. Individual papers for students to see and work better. Equations printed with
bigger letters in stations. When explaining, have other teacher help those that are
struggling to understand -or split into two groups or as needed, for example -advanced,
others.

Key Vocabulary: Equation, PEMDAS, variables, multiply, integers, fractions.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

Integers: …, -3, -2, -1, 0, 1, 2, 3, ….

ASK:
What are PEMDAS? What does each letter stand for?
What is order of operations?
Review negatives. Check if they remember and understand this. If they do, move on.
-Use temperature example
-Score board example

Guided Practice:
Write down on the board 3 examples and solve them with the students. Solve the first
one by yourself and instruct the steps. PEMDAS. Explain if necessary. Ask questions.

-(1+7x)-6(-7-x) = 36

-4k+2(5k-6) = -3k-39

4x+7-6x = 5-4x+4

Independent practice/application:

Have students do the Station Activity.

Preparation:
-Print each station sheet on a separate piece of paper or cardstock.
-Cut apart the station sheets.
-Hang the stations around the classroom. They could be hung in plain sight or hidden.
-Make copies of the student answer sheet.

INSTRUCTIONS
Assign students partners (or individually). Each group will begin at a station. The
students will answer the questions and move to the stations that correspond with their
answer. For example, group 5 should begin at station 5. If their answer says to go to
station 9, that’s the station they will visit next. They should follow this procedure until
that have visited all of the stations. If a group is sent back to a station they have
previously visited, they know they have made a mistake and should go back and check
their work.

3rd hour study skills

Attendance
Students will do the following:
1.Lesson (provided by para-professional)
2.Grade tracker/Agenda
3.Homework time.
Please consult with para-professional. They have lessons and grading materials.

EXAMPLE OF LESSON PLAN

Topic: Fractions-Math Essentials

Objectives: Students will be able to find the GCF, LCM, and factors for the given rational
numbers, 19/21 problems given.
Students will be able to find equivalent fractions to 2 out of 3 rational numbers given.

Assessment Plan: Worksheet

Materials Needed: Fractions practice Worksheet, pencils, markers, small individual white
boards.

Differentiation:

Key Vocabulary: fractions, least/lower common multiple (LCM), Greater Common Factor
(GCF), factor, equivalent, improper fraction, mixed number

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

Review vocabulary. Check that students understand by giving examples and having
them explain with their words what LCM and GCF are. Have them explain the difference
or/and what makes them get confused.

LCM: “For two integers a and b, denoted LCM (a,b), the LCM is the smallest positive
integer that is evenly divisible by both a and b.”
Example:
Least common multiple of 3 and 4 is 12.
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, …
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, …
Therefore, the least common multiple is 12, even though there are other common
multiples, like 24, which is one, but not the lowest one.

GCF: “It is the greatest factor that divides two numbers. To find the GCF of two
numbers: List the prime factors of each number. Multiply those factors both numbers
have in common.”
Example:
Greatest Common Factor of 60 and 24 is 12.
60= 5*2*3*2
24=2*2*2*3
GCF=2*2*3 (the numbers that are repeated in BOTH factorizations)
You get those factors of 60 and 24 through prime factorization (writing factors in a tree).

Guided Practice:
Solve some examples with the students. Find some GCF and LCM together, and then
apply to LCD and finding equivalent fractions. Do some with them, and then give them
some examples that they can solve on their individual white boards. They’ll show you
their answers when they are done by raising their white board towards you.
(Students might struggle with finding the LCD. If they seem to struggle with it, allow
them to just find any common denominator and see if they can simplify some easy
ones).

Examples:

Find
LCD of 4/8 and 2/3

LCD of 2/10 and 1/6

LCD of 3/9 and 1/2

Independent practice/application:
Give the following worksheet to the students so that they solve it.
4th Hour -Math Essentials
Have students log in to http://math.imaginelearning.com
User-names, passwords, and site code are included.
Please be prepared to help students with required math questions.

Lunch Hour
5th Hour prep hour

6th Hour -Study Skills

Attendance
1.Lesson (provided by para-professional)
2.Grade tracker/Agenda
3.Homework time.
Please consult with Para-professional. They have lessons and grading materials.

Students will work on their late work and homework. Assist students with what they
need.

OPTIONAL: BINGO with FRACTIONS

Please text with any questions.
000-000-0000
Ms. Hernández

Phone policy: Students may use phones to check grades and work on assignments
only.