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 Value and Order

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 Value and Order

Week #

Overview Student Outcomes

Students understand that the order of positive numbers is the

same as the order of their absolute values.

Students understand that the order of negative numbers is the

opposite order of their absolute values.

Students understand that negative numbers are always less

than positive numbers.

Lesson Notes
Prior to presenting the lesson, prepare sticky notes containing a
balanced variety of positive and negative integers ranging from

50 to 50 . Each pair of students requires a set of ten integers

including five negative values, zero, and four positive values.

Materials & resources

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (5 minutes)
Divide students into pairs. Provide each pair with a set of ten integers
including five negative values, zero, and four positive values written
on sticky notes. Instruct student groups to order their integers from
least to greatest based on prior knowledge. When the integers are in
the correct order, students record the integer values in order in their
student materials.
Opening Exercise
Record your integer values in order from least to greatest
in the space below.

12

Sample answer:
,

Have one pair of students post their sticky notes to the wall in the
specified order. Ask another pair of students:

Explain the reasoning for the order.

The integers are in the same order in which they would be

found located from left (or bottom) to right (or top) on the
number line.

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Development
(Comments)

Development
Example 1 (8 minutes): Comparing Order of Integers to the
Order of Their Absolute Values

Scaffolding:
For Spanish
Language
Learners:
In place of
the words
ascending
and
descending,
describe

Students use the integer values from the Opening Exercise to

compare the order of integers to the order of their absolute
values.
Example 1: Comparing Order of Integers to the Order of Their
Absolute Values
Write an inequality statement relating the ordered integers
from the Opening Exercise. Below each integer, write its
absolute value.

12<9<5<2<1<0<2<5<7< 8

Sample answer:

12 95 2 1 02 5 7 8

Are the absolute values of your integers in order? Explain.

No. The absolute values of the positive integers listed to the

right of zero are still in ascending order, but the absolute values
of the negative integers listed to the left of zero are now in
descending order.
Circle the absolute values that are in increasing numerical
order and their corresponding integers. Describe the circled
values.

12<9<5<2<1<0<2<5<7< 8
12 95 2 1 02 5 7 8

MP.
7

The circled integers are all positive values except zero. The
positive integers and their absolute values have the same
order.
Rewrite the integers that are not circled in the space below.
How do these integers difer from the ones you circled?

12

They are all negative integers.

Rewrite the negative integers in ascending order and their
absolute values in ascending order below them.

12<9<5<2<1
12 5 9 12
Describe how the order of the absolute values compares to
the order of the negative integers.
The orders of the negative integers and their corresponding
absolute values are opposite.

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Development

Development
(Comments)

Example 2 (8 minutes): The Order of Negative Integers and

Their Absolute Values
Students examine the lengths of arrows corresponding with positive and
MP.
2 negative integers on the number line and use their analysis to
understand why the order of negative integers is opposite the order of
their absolute values. Monitor the room, and provide guidance as
needed, and then guide a whole-class discussion with questions.

Example 2: The Order of Negative Integers and Their

Absolute Values
Draw arrows starting at the dashed line (zero) to represent
each of the integers shown on the number line below. The
arrows that correspond with

and

have been

modeled for you.

MP.
2

Which integer(s) is represented by the longest arrow that

you drew? Why?

and

because, of the integers shown, they are

farthest from zero on the number line.

Which nonzero integer(s) is represented by the shortest

arrow? Why?

1 and

because, of the integers shown, they are

closest to zero on the number line.

0 ? Explain.

Is there an arrow for the integer

The length of such an arrow would be

0 , so we could

not see the arrow. We could call it an arrow with zero

length, but we could not draw it.

Do these arrows start at the same place on the number

line? Why or why not?

They all start at zero on the number line because

is

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Development
(Comments)

Development
the reference point for all numbers on the number line.

Do all arrows point in the same direction? Why or why

not?

All arrows do not point in the same direction because

some integers have opposite signs. The lengths of the
arrows get shorter as you approach zero from the left or
from the right, which means the absolute values
decrease as you approach zero from the left or the right.

Direct students to complete the statements in their student

materials by filling in the blanks.
As you approach zero from the left on the number line, the
integers
increase
, but the
absolute values of those integers
decrease
. This means that the order of negative integers is
opposite the order of their absolute values.

Discussion (2 minutes)

Think of a real-world example that shows why the order

of negative integers and the order of their absolute
values are opposite.

Alec, Benny, and Charlotte have cafeteria charge account

balances of

3 , 4 , and

dollars, respectively.

The number that represents Alecs cafeteria charge

account balance is the greatest because he is the least in
debt. Alec owes the least amount of money and is the
closest to having a positive balance. His balance of

dollars is farthest right on the number line of the three

balances.

Exercise 1 (5 minutes)
Students separate positive and negative rational numbers and order
them according to their absolute values. Students then order the given
set of positive and negative rational numbers using the orders of their
absolute values.
Exercise 1
Complete the steps below to order these numbers:

Page 6 of 10

Development

Development
(Comments)

{2.1,4 12 ,6, 0.25,1.5, 0,3.9,6.3,4,2 34 , 3.99,9 14 }

a.
Separate the set of numbers into positive rational numbers,
negative rational numbers, and zero in the top cells below (order does
not matter).
b.

Write the absolute values of the rational numbers (order does

Negative Rational Numbers

Positive Rational Numbers

Zero

Absolute Values

Absolute Values

MP.
2

not matter) in the bottom cells below.

c.

Order each subset of absolute values from least to greatest.

,

d.

Order each subset of rational numbers from least to greatest.

, ,

MP.
2

1
1
6.3 , 6 , 4
4
,
4
2 ,
Order the whole given set of rational numbers from least to
9

1.5

e.
greatest.

Exercise 2 (8 minutes)
Students independently complete the following problems. Monitor
student progress, and provide guidance as needed.
Exercise 2
a.

Find a set of four integers such that their order and the order
of their absolute values are the same.
Answers will vary. An example follows:

b.

10
Find a set of four integers such that their order and the order
of their absolute values are opposite.
Answers will vary. An example follows:

10

4
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Development
(Comments)

Development
c.

Find a set of four non-integer rational numbers such that their

order and the order of their absolute values are the same.
Answers will vary. An example follows:

1 1 1 1
2 ,3 ,4 ,5
2 2 2 2
d.

Find a set of four non-integer rational numbers such that their

order and the order of their absolute values are opposite.
Answers will vary. An example follows:

1
1
1
1
5 ,4 ,3 ,2
2
2
2
2
e.

Order all of your numbers from parts (a)(d) in the space

below. This means you should be ordering

16

numbers

from least to greatest.

Answers will vary. An example follows:

1
1
1
1 1 1
1 1
10,8,6,5 ,4 ,4,3 ,2 , 2 , 3 , 4, 4 , 5 ,6, 8, 10
2
2
2
2 2 2
2 2

Closure (Comments)

Closure

Below are the absolute values of a set of rational numbers in

increasing order.

{ 0.4 ,

1 ,

1
4 , 4.3 , 7, 9.9 }
2 ,

Can you determine the order of the rational numbers

themselves? If so, explain why, and write the numbers in
increasing order. If not, explain why.

It is not possible to determine the order of the rational numbers

because we do not know the signs of the rational numbers.

If you are told that the numbers above represent the absolute
values of positive rational numbers, can you determine the order
of the rational numbers? If so, explain why, and write the
numbers in increasing order. If not, explain why not.

If the original numbers are all positive, we are able to order the
rational numbers because we know their signs. The order of the
original numbers will be the same as the order of their absolute
values.

If you are told that the numbers above represent the absolute
values of negative rational numbers, can you find the order of the
rational numbers? If so, explain why, and write the numbers in
Page 8 of 10

Closure (Comments)

Closure
increasing order. If not, explain why.

If the original numbers are all negative, we are able to order the
rational numbers because we know their signs. The order of the
original numbers will be the opposite order of their absolute
values.

Lesson Summary
The absolute values of positive numbers always have the same order as the positive
numbers themselves. Negative numbers, however, have exactly the opposite order
as their absolute values. The absolute values of numbers on the number line
increase as you move away from zero in either direction.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
1. Bethany writes a set of rational numbers in increasing order. Her
teacher asks her to write the absolute values of these numbers in
increasing order. When her teacher checks Bethanys work, she is
pleased to see that Bethany has not changed the order of her
numbers. Why is this?

2. Mason was ordering the following rational numbers in math class:

3.3,15,8

8
9 .

Order the numbers from least to greatest.

List the order of their absolute values from least to greatest.

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Page 9 of 10

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

Page 10 of 10