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 #

Real-World Positive and Negative Numbers

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

Page 1 of 12

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 12

Unit The Real Number System

Lesson
Overview

Date

Real-World Positive and Negative Numbers

Week #

Students use positive and negative numbers to indicate a

change (gain or loss) in elevation with a fixed reference point,
temperature, and the balance in a bank account.

Students use vocabulary precisely when describing and

representing situations involving integers; for instance, an
elevation of

10

feet is the same as

10 feet below the

fixed reference point.

Materials & resources

Students choose an appropriate scale for the number line when

given a set of positive and negative numbers to graph.

Materials & resources

(Comments)

Start-up (Comments)

Start up
Example 1 (10 minutes): A Look at Sea Level
The purpose of this example is for students to understand how
negative and positive numbers can be used to represent real-world
situations involving elevation. Read the example aloud.
Example 1: A Look at Sea Level
The picture below shows three diferent people
participating in activities at three diferent elevations.
With a partner, discuss what you see. What do you think
the word elevation means in this situation?

Pose questions to the class, and define elevation. Students gain

additional practice with elevation by completing Exercise 1
independently.
Possible discussion questions:

Looking at the picture, if you were to draw a vertical number

line to model elevation, which persons elevation do you think
would be at zero? Explain.
Page 3 of 12

Start-up (Comments)

Start up

Scaffolding:
Allow groups to
present their
posters to the
class, and the
class answers the

On the same vertical number line, which persons elevation

would be represented above zero?
The elevation of the person hiking would be above zero
because she is moving higher above the water. On a vertical
number line, this is represented by a positive value above zero
because she is above the surface.

On the same vertical number line, which persons elevation do

you think would be below zero?

The elevation of the person scuba diving would be below zero

because he is swimming below the surface of the water. On a
vertical number line, this is represented by a negative value
below zero because he is below the surface.

Development (Comments)

Sea level should represent an elevation of zero. So, the

person sailing would be at zero because he is sailing on the
surface of the water, which is neither above nor below the
surface. On a number line, zero is the point or number
separating positive and negative numbers.

What does zero represent in this situation?

Zero represents the top of the water (the waters surface).
In this example, which numbers correspond to elevations above
sea level?
Above sea level means to be above zero, which are positive
numbers.
In this example, which numbers correspond to elevations below
sea level?
Below sea level means to be below zero, which are negative
numbers.
On a number line, what does it mean to be at sea level?
To be at zero means to be at sea level.
Elevation is the height of a person, place, or thing above or
below a certain reference point. In this case, what is the
reference point?
The reference point is sea level.

Development
Exercises 12 (5 minutes)
Exercises 13
Refer back to Example 1. Use the following information to
answer the questions.

1.

30

The scuba diver is

The sailor is at sea level.

The hiker is

miles (

feet below sea level.

10,560

feet) above sea level.

Write an integer to represent each situation.

Scuba Diver:

30

Page 4 of 12

Scaffolding:
Allow groups to
present their
Development
posters(Comments)
to the
class, and the
class answers the

Development
Sailor:

Hiker:

(to represent

the elevation in miles) or

10,560

(to represent

the elevation in feet)

2.

Use an appropriate scale to graph

each of the following situations on
the number line to the right. Also,
write an integer to represent both
situations.
a.

A hiker is

15

feet above sea

20

feet below sea

level.

15

b.

A diver is
level.

20

Students should identify common

misconceptions of how to represent an
answer based on the phrasing of a question.
MP. Students practice this skill in Exercise 3.
6
How many feet below sea level is the
diver?

Students should answer using a

positive number, such as

70 feet,

because below already indicates

that the number is negative.

Which integer would represent

50

feet below sea level?

Students should answer by saying

50 and not 50

below sea

level.
3.

For each statement, there are two

related statements: (i) and (ii).
Determine which related statement
((i) or (ii)) is expressed correctly, and
circle it. Then, correct the other
related statement so that both parts,
(i) and (ii), are stated correctly.

Page 5 of 12

Scaffolding:
Allow groups to
present their
Development
posters(Comments)
to the
class, and the
class answers the

Development
a.

A submarine is submerged
i.

800

feet below sea level.

800

The depth of the submarine is

feet below sea

level.

800

The depth of the submarine is

feet

below sea level.

ii.

800

feet below sea level can be represented by the

integer

b.

800

The elevation of a coral reef with respect to sea level is

given as

150

feet.

150

i.

The coral reef is

feet below sea level.

ii.

The depth of the coral reef is

150

feet below sea

level.
The depth of the coral reef is

150

feet

below sea level.

Exploratory Challenge (20 minutes)

Materials:

Copies (one per student) of the Exploratory Challenge Station

Record Sheet (see attached record sheet.)

Sheets of loose-leaf paper (one per group) for the answer key
for their posters

Rulers or meter stick or yardstick (one per group)

Construction paper or wall-sized grid paper (one sheet for

each group)

Markers (one set or a few for each group)

Students work in groups of three to four to create their own real-world

situations involving money, temperature, elevation, and other realworld scenarios. Give each group a sheet of wall-sized grid paper (or
construction paper) numbered one to five, markers, and a ruler. Using
these materials, each group presents its situation on the paper by
including the components in the bulleted list below. Allow students 10
minutes to create their posters, and hang them on a wall in the room.

Title (e.g., Sea Level, Temperature)

A written situation based on the title (using at least two points)

A blank vertical number line

Picture (optional if time permits)

Answer key (on a separate sheet of paper stapled to the top

back right corner)
Page 6 of 12

Scaffolding:
Allow groups to
present their
Development
posters(Comments)
to the
class, and the
class answers the

Closure (Comments)

Development
Groups rotate every few minutes to complete the three tasks on the
Exploratory Challenge Station Record Sheet while viewing each poster.

Write the integers for each situation.

Determine the appropriate scale to graph the points.

Graph the points on the number line.

Closure
Closing (3 minutes)

How did we record measures of elevation on a number line?

Elevations above sea level are positive numbers, and
they are above zero. Elevations below sea level are
negative numbers, and they are below zero.

Is 90

feet below sea level an appropriate answer to a

question? Why or why not?

No. You do not need the negative sign to write

90

feet below zero because the word below in this case

means a negative number.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
1. Write a story problem using sea level that includes both integers

110

and

120 .

2. What does zero represent in your story problem?

3. Choose an appropriate scale to graph both integers on the vertical

number line.

Page 7 of 12

Formative Evaluation

Formative evaluation
4. Graph and label
both points on the
vertical number
line.

Exit Ticket
Sample
Solutions
1.

Write a
story
problem
using sea
level that
includes
both
integers

110
and

120

Page 8 of 12

Formative Evaluation

Formative evaluation
Answers may vary. On the beach, a mans kite flies at

120

feet above sea level, which is indicated by the

waters surface. In the ocean, a white shark swims at

110
4.

feet below the waters surface.

What does zero represent in your story problem?

Zero represents the waters surface level, or sea level.

5.

Choose and label an appropriate scale to graph both integers on

the vertical number line.

10

I chose a scale of

6.

Graph and label both points on the vertical number line.

Problem Set Sample Solutions

1.

Write an integer to match the following descriptions.

a.

A debit of

b.

A deposit of

c.
d.

$ 40

40

$ 225

14,000

225
14,000

feet above sea level

A temperature increase of

40 F
e.

A withdrawal of

f.

14,000

40

$ 225

225
14,000

feet below sea level

For Problems 24, read each statement about a real-world

situation and the two related statements in parts (a) and
(b) carefully. Circle the correct way to describe each realworld situation; possible answers include either (a), (b), or
both (a) and (b).
7.

A whale is
a.

600

feet below the surface of the ocean.

The depth of the whale is

600

feet from the oceans

surface.

Page 9 of 12

Formative Evaluation

Formative evaluation
b.
8.

feet below the surface of the ocean.

The elevation of the bottom of an iceberg with respect to sea

125

level is given as

9.

600

The whale is

feet.

a.

The iceberg is

125

feet above sea level.

b.

The iceberg is

125

feet below sea level.

Alexs body temperature decreased by

2 F

a.

Alexs body temperature dropped

2 F

b.

The integer

represents the change in Alexs body

temperature in degrees Fahrenheit.

$ 35

10. A credit of

and a debit of

$ 40

are applied to your

bank account.
a.

What is an appropriate scale to graph a credit of

and a debit of

$ 40

? Explain your reasoning.

because both numbers are multiples of

Answers will vary. I would count by

b.

$ 35

$ 35

What integer represents a credit of

if zero

represents the original balance? Explain.

35

; a credit is greater than zero, and numbers

greater than zero are positive numbers.

c.

What integer describes a debit of

$ 40

if zero

represents the original balance? Explain.

40

; a debit is less than zero, and numbers

less than zero are negative numbers.

d.

Based on your scale, describe the location of both integers

on the number line.
If the scale is multiples of
would be

zero, and

40

, then

35

units to the right of (or above)

would be

units to the left

of (or below) zero.

Page 10 of 12

Formative Evaluation

Formative evaluation
e.

What does zero represent in this situation?

Zero represents no change being made to the
account balance. In other words, no amount is
either subtracted or added to the account.

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

Page 11 of 12

Name

Date

Exploratory Challenge Station Record Sheet

Poster # _______
Integers: ___________________
Number Line Scale: ________

Poster # _______
Integers: ___________________
Number Line Scale: ________

Poster # _______
Integers: ___________________
Number Line Scale: ________

Poster # _______
Integers: ___________________
Number Line Scale: ________

Poster # _______
Integers: ___________________
Number Line Scale: ________

Page 12 of 12