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 #

Distance 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

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 9

Unit The Real Number System

Lesson

Date

Distance on the Coordinate Plane

Week #

Overview Student Outcomes

Students compute the length of horizontal and vertical line segments with integer coordinates for end points in
the coordinate plane by counting the number of units between end points and using absolute value

Materials & resources

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (5 minutes)
Opening Exercise
Four friends are touring on motorcycles. They come to an
intersection of two roads; the road they are on continues
straight, and the other is perpendicular to it. The sign at
the intersection shows the distances to several towns.
Draw a map/diagram of the roads, and use it and the
information on the sign to answer the following
questions:

Albertsville 8 mi.
Blossville 3 mi.
Cheyenne 12 mi.
Dewey Falls 6 mi.

What is the distance between Albertsville and Dewey Falls?

Students draw and use their maps to answer. Albertsville
is

miles to the left, and Dewey Falls is

miles to

the right. Since the towns are in opposite directions from

the intersection, their distances must be combined by
addition,

8+6=14

, so the distance between

Albertsville and Dewey Falls is

14

miles.

What is the distance between Blossville and Cheyenne?

Blossville and Cheyenne are both straight ahead from the
intersection in the direction that they are going. Since
they are on the same side of the intersection, Blossville is
on the way to Cheyenne, so the distance to Cheyenne
includes the

miles to Blossville. To find the distance

from Blossville to Cheyenne, I have to subtract;

123=9
Cheyenne is

. So, the distance from Blossville to

miles.

On the coordinate plane, what represents the intersection

of the two roads?
The intersection is represented by the origin.

Development (Comments)

Development
Example 1 (6 minutes): The Distance Between Points on an
Axis

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Development (Comments)

Development
Students find the distance between points on the

x -axis by finding

the distance between numbers on the number line. They find the

x -coordinates and add or subtract their

absolute values of the

absolute values to determine the distance between the points.

Example 1: The Distance Between Points on an Axis
Consider the points

(4,0 )

and

( 5,0 )

What do the ordered pairs have in common, and what does

that mean about their location in the coordinate plane?

Both of their

on the

-coordinates are zero, so each point lies

-axis, the horizontal number line.

ow did we find the distance between two numbers on the

number line?
We calculated the absolute values of the numbers, which
told us how far the numbers were from zero. If the
numbers were located on opposite sides of zero, then we
added their absolute values together. If the numbers were
located on the same side of zero, then we subtracted their
absolute values.
Use the same method to find the distance between

(4,0 )

and

|4|=4

and

( 5,0 )

|5|=5

. The numbers are on opposite

sides of zero, so the absolute values get combined:

4 +5=9

is

. The distance between

(4,0 )

and

( 5,0 )

units.

Example 2 (5 minutes): The Length of a Line Segment on an

Axis
Students find the length of a line segment that lies on the

y -axis by

finding the distance between its end points.

Example 2: The Length of a Line Segment on an Axis
Consider the line segment with end points

( 0,11 )

( 0,6 )

and

What do the ordered pairs of the end points have in

common, and what does that mean about the line
segments location in the coordinate plane?
The

-coordinates of both end points are zero, so the

points lie on the

-axis, the vertical number line. If its

end points lie on a vertical number line, then the line

Page 4 of 9

Development (Comments)

Development
segment itself must also lie on the vertical line.
Find the length of the line segment described by finding
the distance between its end points

( 0,11 )

( 0,6 )

and

|6|=6

|11|=11

and

. The numbers are on the

same side of zero, which means the longer distance

contains the shorter distance, so the absolute values need

116=5

to be subtracted:

(0,6)

( 0,11 )

and

. The distance between

is

the line segment with end points

( 0,11 )

is

units, so the length of

( 0,6 )

and

units.

Example 3 (10 minutes): Length of a Horizontal or Vertical

Line Segment That Does Not Lie on an Axis
Scaffolding:
Students may need
to draw an
auxiliary line
through the end
points to help
visualize a

Students find the length of a vertical line segment that does not lie on
MP.
7 the y -axis by finding the distance between its end points.
Example 3: Length of a Horizontal or Vertical Line Segment
That Does Not Lie on an Axis
Consider the line segment with end points

(3,5 )

(3, 3 )

and

What do the end points, which are represented by the

ordered pairs, have in common? What does that tell us
about the location of the line segment on the coordinate
plane?

Both end points have

-coordinates of

, so the

points lie on the vertical line that intersects the

at

-axis

. This means that the end points of the line

segment, and thus the line segment, lie on a vertical line.

Find the length of the line segment by finding the distance
between its end points.
The end points are on the same vertical line, so we only
need to find the distance between

|3|=3

number line.

and

|5|=5

and

on the

, and the numbers

are on opposite sides of zero, so the values must be added:

3+5=8

(3,5 )

. So, the distance between

is

(3, 3 )

and

units.

Page 5 of 9

Development (Comments)

Development
Exercise (10 minutes)
Students calculate the distance between pairs of points using absolute
values.
Exercise
Find the lengths of the line segments whose end points are
given below. Explain how you determined that the line
segments are horizontal or vertical.
a.

(3,4 )

(3, 9 )

and

Both end points have

-coordinates of

so the points lie on a vertical line that passes

through

on the

|4|=4

-axis.

and

|9|=9

, and the

numbers are on the same side of zero. By

94=5

subtraction,

, so the length of the line

(3,4)

segment with end points

b.

(3,9)

is

( 2,2 )

and

and

units.

(8,2 )
y

Both end points have

-coordinates of

, so the points lie on a horizontal line that passes

through

|8|=8

on the

|2|=2

-axis.

and

, and the numbers are on opposite

sides of zero, so the absolute values must be

added. By addition,

8+2=10

, so the length

of the line segment with end points

and

c.

(8,2 )

(6,6 )

10

is

and

units.

(6,1 )

Both end points have

-coordinates of

so the points lie on a vertical line.

and

|1|=1

( 2,2 )

|6|=6

, and the numbers are on opposite

sides of zero, so the absolute values must be

added. By addition,

6+1=7

, so the length of

the line segment with end points

(6,1 )

is

(6,6 )

and

units.

Page 6 of 9

Development (Comments)

Development
d.

(9,4 )

and

(4,4 )
y

Both end points have

-coordinates of

so the points lie on a horizontal line.

and

|4|=4

|9|=9

, and the numbers are on the

94=5

same side of zero. By subtraction,

so the length of the line segment with end points

(9,4 )
e.

( 0,11 )

and

and

(4,4 )

so the points lie on the

|8|=8

units.

( 0,8 )

Both end points have

and

is

-coordinates of

|11|=11

-axis.

, and the numbers are on opposite

sides of zero, so their absolute values must be

added. By addition,

11+8=19

, so the length

of the line segment with end points

and

( 0,8 )

is

19

( 0,11 )

units.

Page 7 of 9

Closure (Comments)

Closure

Why is it possible for us to find the length of a horizontal or

vertical line segment even if its not on the

x - or

y -axis?

A line can still be a horizontal or vertical line even if it is not on

Lesson Summary
To find the distance between points that lie on the same horizontal
line or on the same vertical line, we can use the same strategy that
we used to find the distance between points on the number line.

the

x - or

y -axis; therefore, we can still use the same

strategy.

Formative Evaluation
(Comments)

Can you think of a real-world situation where this might be

useful?

Finding the distance on a map

Formative evaluation
Determine whether each given pair of end points lies on the same
horizontal or vertical line. If so, find the length of the line segment
that joins the pair of points. If not, explain how you know the points
are not on the same horizontal or vertical line.
a.

( 0,2 ) and ( 0, 9 )

b.

( 11, 4 ) and ( 2,11 )

c.

( 3,8 ) and ( 3,1 )

d.

(4,4 ) and ( 5,4 )

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items
Page 8 of 9

References

References

Page 9 of 9