Weekly Guide: MATHEMATICS Grade 12th

COURSE: MAT 131 1448: Matematica Actualizada 1

Leonardo Torres Pagn, PhD

Unit The Real Numbers System

Lesson
Academic
Strategies (AS)

INTRODUCCION

Suplementary &
complementary
strategies (SS)

Scientific based
strategies (SB)
(Marzano)

High School
Student Profile
(SP)
Standard,
Expectations

Week #

Locating Ordered Pairs on the Coordinate Plane

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

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

Accomodations

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, ,

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Unit The Real Number System

Lesson

Date

Locating Ordered Pairs on the Coordinate Plane

Week #

Overview Student Outcomes

Students extend their understanding of the coordinate plane to

include all four quadrants and recognize that the axes
(identified as the

x -axis and

y -axis) of the coordinate

plane divide the plane into four regions called quadrants (that
are labeled from first to fourth and are denoted by roman
numerals).

Materials & resources

Students identify the origin and locate points other than the
origin, which lie on an axis.

Students locate points in the coordinate plane that correspond

to given ordered pairs of integers and other rational numbers.

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (6 minutes)
Hang posters on the wall, each containing one of the following terms:

x -axis,

y -axis,

x -coordinate,

y -coordinate, origin, and

coordinate pair. Pair students up, and have them discuss these
vocabulary terms and what they remember about the terms from
Grade 5. Student pairs then write what they discussed on the posters
with the appropriate vocabulary term. Some important aspects for
students to remember include the following:

The

x -axis is a horizontal number line; the

y -axis is a

vertical number line.

The axes meet forming a

90

angle at the point

(0, 0)

called the origin.

Development (Comments)

Development
Example 1 (8 minutes): Extending the Axes Beyond Zero
Students recognize that the axes are number lines and, using
straightedges, extend the axes on the coordinate plane to include
negative numbers revealing the second, third, and fourth quadrants.

Describe the

x -axis. Considering what we have seen in this

module, what types of numbers should it include? Why?

The

x -axis is a horizontal number line that includes

positive and negative numbers. The axis extends in both

directions (left and right of zero) because signed numbers
represent values or quantities that have opposite directions.
Have student use their prior knowledge to complete Example 1

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Development (Comments)

Development

MP. individually.
3
Example 1: Extending the Axes Beyond Zero
The point below represents zero on the number line. Draw
a number line to the right starting at zero. Then, follow
directions as provided by the teacher.

Use a straightedge to extend the

x -axis to the left of zero

to represent the real number line horizontally, and complete

the number line using the same scale as on the right side of
zero.

Describe the

y -axis. What types of numbers should it

include?

The

y -axis is a vertical number line that includes numbers

on both sides of zero (above and below), and so it includes

both positive and negative numbers.

MP.
3

Use a straightedge to draw a vertical number line above zero.

Provide students with time to draw.

Extend the

y -axis below zero to represent the real number

line vertically, and complete the number line using the same
scale as above zero.
Scaffolding:

The term origin

means starting point.

A persons country of
origin is the country
from which he came.

When using a global

positioning unit (GPS)
when traveling, the
origin is where the
trip began.

Example 2 (4 minutes): Components of the

Coordinate Plane
Students examine how to use the axes and the origin
of the coordinate plane to determine other locations
in the plane.
Example 2: Components of the Coordinate Plane
All points on the coordinate plane are described
with reference to the origin. What is the origin,
and what are its coordinates?
The origin is the point where the

- and

intersect. The coordinates of the origin are

-axes

(0,0)

The axes of the coordinate plane intersect at their zero

coordinates, which is a point called the origin. The origin is the
reference point from which all points in the coordinate plane
are described.
To describe locations of points in the coordinate plane, we
use ordered pairs
of numbers. Order is
important, so on the coordinate plane, we use the form

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Development (Comments)

Development

x, y

. The first coordinate

represents the points location from zero on the

-axis, and the second coordinate represents the

points location from zero on the

-axis.

Exercises 13 (8 minutes)
Students locate and label points that lie on the axes of the coordinate
plane.
Exercises 13
1.
Use the coordinate plane below to answer parts
(a)(c).
a.

Graph at least five points on the

-axis, and

label their coordinates.

Points will vary.

MP.
7

b.
What do the coordinates of your points have in
common?

Each point has a

c.

-coordinate of

What must be true about any point that lies on the

axis? Explain.

If a point lies on the

coordinate must be
located

because the point is

units above or below the

-axis. The

axis at

-axis, its

-axis intersects the

2.

Use the coordinate plane to answer parts (a)(c).

a.

Graph at least five points on the

-axis, and label their

coordinates.
Points will vary.
b.

What do the coordinates of your points have in common?

Each point has an

MP.
7
c.

-coordinate of

What must be true about any point that lies on the

axis? Explain.
If a point lies on the
coordinate must be

y
0

-axis, its

because the point is

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Development (Comments)

Development

located
The

3.

units left or right of the

-axis intersects

If the origin is the only point with

on the

y
x

-axis.
-axis.

for both coordinates,

what must be true about the origin?

The origin is the only point that is on both the

axis and the

-axis.

Example 3 (6 minutes): Quadrants of the Coordinate Plane

Scaffolding:

Remind
students that
the prefix quad
means four,
and cite some
other
examples
where the
prefix is used.
Some students
may not have
knowledge of
roman

Students examine the four regions of the coordinate plane cut by the
intersecting axes.
Example 3: Quadrants of the Coordinate Plane

The

x - and

y -axes divide the coordinate plane into

regions called quadrants. Why are the regions called

quadrants?

The axes cut the plane into four regions. The prefix quad
means four.

Which of the four regions did you work with most in Grade 5,
and why was it the only region you used?

The region on the top right of the coordinate plane. We only

used this region because we had not learned about negative
numbers yet.

The four quadrants are numbered one through four using

roman numerals. The upper-right quadrant is Quadrant I, and
the remaining quadrants are numbered moving
counterclockwise from Quadrant I: Quadrant II, Quadrant III,
and Quadrant IV. What was the first axis that we extended in
Example 1, and what did it reveal?

We extended the

x -axis to the left beyond zero, and it

revealed another region of the coordinate plane.

This top left region is called Quadrant II. Label Quadrant II in

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Development (Comments)

Development
your student materials. These regions only make up half of
the coordinate plane. Where does the remaining half of the
coordinate plane come from? Explain.

y -axis down below zero to show its

We need to extend the

negative values. This reveals two other regions on the plane,

one to the left of the

y -axis and one to the right of the

y -axis.

The quadrants of the coordinate plane are in a

counterclockwise direction starting with Quadrant I. Label the
remaining quadrants in your student materials.

Exercises 46 (5 minutes)
Students locate and label points that lie on the coordinate plane and
indicate in which of the four quadrants the points lie.
Exercises 46
1.
a.

Locate and label each point described by the ordered pairs

below. Indicate which of the quadrants the points lie in.

( 7,2 )
Quadrant I

b.

( 3,4 )
Quadrant IV

c.

( 1,5 )
Quadrant IV

d.

MP.
7

(3,8 )
Quadrant II

e.

(2,1 )
Quadrant III

4.
Write the coordinates of at least one other point in each of
the four quadrants.
a.

Quadrant I
Answers will vary, but both numbers must be
positive.

b.

Quadrant II
Answers will vary, but the
be negative, and the

-coordinate must

-coordinate must be

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Development (Comments)

Development
positive.
c.

Quadrant III
Answers will vary, but both numbers must be
negative.

d.

Quadrant IV

Answers will vary, but the

be positive, and the

-coordinate must

-coordinate must be

negative.
5.
Do you see any similarities in the points within each
quadrant? Explain your reasoning.
The ordered pairs describing the points in Quadrant I
contain both positive values. The ordered pairs
describing the points in Quadrant III contain both
negative values. The first coordinates of the ordered
pairs describing the points in Quadrant II are negative
values, but their second coordinates are positive
values. The first coordinates of the ordered pairs
describing the points in Quadrant IV are positive
values, but their second coordinates are negative
values.

MP.
7

Closure (Comments)

Closure

If a point lies on an axis, what must be true about its

coordinates? Specifically, what is true for a point that lies on
the

x -axis? The

The

y -coordinate is always 0

axis. The

y -axis?
if a point lies on the

x -coordinate is always 0

x -

if a point lies on the

y -axis.

What do you know about the location of a point on the

coordinate plane if:

If both coordinates are positive, the point must be located in

Quadrant I.

Both coordinates are negative?

If both coordinates are negative, the point is located in

Quadrant III.

Only one coordinate is positive?

If only one coordinate is positive, the point is either in

Quadrant II or Quadrant IV. If only the first coordinate is
positive, then the point is in Quadrant IV. If only the second
coordinate is positive, then the point is in Quadrant II.

Both coordinates are positive?

One coordinate is zero?

If one coordinate is zero, then the point is located on the

x
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Closure (Comments)

Closure
axis or the

y -axis.

Both coordinates are zero?

If both coordinates are zero, then the point represents the

origin.

Lesson Summary

The

-axis and

-axis of the

coordinate plane are number lines that

intersect at zero on each number line.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
1

Label the second

quadrant on the
coordinate plane, and
then answer the
following questions:
a

Write the
coordinates of
one point that
lies in the second
quadrant of the
coordinate plane.

What must be
true about the
coordinates of
any point that lies in the second quadrant?

Label the third quadrant on the coordinate plane, and then answer
the following questions:
c

Write the coordinates of one point that lies in the third

quadrant of the coordinate plane.

What must be true about the coordinates of any point that lies
in the third quadrant?

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Formative Evaluation

Formative evaluation

2. An ordered pair has coordinates that have the same sign. In which
quadrant(s) could the point lie? Explain.

3. Another ordered pair has coordinates that are opposites. In which

quadrant(s) could the point lie? Explain.

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

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