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 #

Symmetry in 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

Page 1 of 11

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, ,

Page 2 of 11

Unit The Real Number System

Lesson

Date

Symmetry in the Coordinate Plane

Week #

Overview Student Outcomes

Materials & resources

Students understand that two numbers are said to differ only

by signs if they are opposites of each other.

Students recognize that when two ordered pairs differ only by

the sign of one or both of the coordinates, then the locations of
the points are related by reflections across one or both axes.

Materials & resources

(Comments)

Start-up (Comments)

Start up
Opening Exercise (3 minutes)
Opening Exercise
Give an example of two opposite numbers, and describe
where the numbers lie on the number line. How are
opposite numbers similar, and how are they diferent?
Answers may vary.

because they are both

and

are opposites

units from zero on a number

line but in opposite directions. Opposites are similar

because they have the same absolute value, but they are
different because opposites are on opposite sides of zero.

Page 3 of 11

Development
(Comments)

Development
Example 1 (14 minutes): Extending
Opposite Numbers to the Coordinate Plane
Students locate and label points whose ordered
pairs differ only by the sign of one or both
coordinates. Together, students and the teacher
examine the relationships of the points on the
coordinate plane and express these relationships in
a graphic organizer.

(3, 4)

Locate and label the points

and

(3, 4) .

Record observations in the first column of

the graphic organizer.
The first column of the graphic organizer is teacher
MP. led so that students can pay particular attention to
8
the absolute values of coordinates and the general
locations of the corresponding points with regard
to each axis. Columns 2 and 3 are primarily
student led.

(3,4) .

Locate and label the point

Record observations in the second column

of the graphic organizer.

Locate and label the point

Record observations in the third column of

the graphic organizer.

(3,4 ) .

Example 1: Extending
Opposite Numbers to the
Coordinate Plane
Extending Opposite Numbers to the Coordinates
of
Points on the Coordinate Plane
Locate and label your points on the
coordinate plane to the right. For each
given pair of points in the table below,
record your observations and conjectures
in the appropriate cell. Pay attention to
the absolute values of the coordinates and
where the points lie in reference to each axis.

Page 4 of 11

Development
(Comments)

Development

( 3,4 )

( 3,4 )

and

( 3,4 )

(3,4 )
Similarities
of
Coordinate
s

Same

coordinates
The

coordinates
have the same
absolute value.

Diferences
of
Coordinate
s

The

( 3,4 )

and

coordinates
are opposite
numbers.

Same

(3,4 )
-

coordinates
The

coordinates
have the same
absolute value.

The

and

coordinates
are opposite
numbers.

The

coordinates
have the same
absolute value.

The

coordinates
have the same
absolute value.

Both the
and

coordinates are
opposite
numbers.
Similarities
in Location

Both points are

units

above the

units to

the right of the

-axis and

-axis and

units

units

away from the

y
Diferences
in Location

Both points are

-axis.

One point is

units to

the right of the

-axis; the

other is

units to the
left of the

-axis.

away from the

units

above the

units

from the

axis and

units from the

-axis.

-axis.

One point is

Both points are

units

right of the

-axis; the

other is

One point is

units below.

-axis; the

other is

units left. One

point is

units above the

-axis; the

other is

units below.

Page 5 of 11

Development

Development
(Comments)

Relationshi
p Between
Coordinate
s and
Location on
the Plane

The

coordinates
are opposite
numbers, so
the points lie
on opposite
sides of the

-axis.

-axis.

the

of the

-axis.

axis, so the
points are
symmetric

the points are

symmetric

about the

-axis. A
reflection
across the

The points lie

the same
distance right

-axis, so

about the

-axis.

Because
opposites have
the same
absolute value,
both points lie
the same
distance from

The points lie

the same
distance above
the

coordinates
are opposite
numbers, so
the points lie
on opposite
sides of the

Because
opposites have
the same
absolute value,
both points lie
the same
distance from
the

The

The points
have opposite
numbers for

- and

-coordinates,
so the points
must lie on
opposite sides
of each axis.
Because the
numbers are
opposites and
opposites have
the same
absolute
values, each
point must be
the same
distance from
each axis. A
reflection
across one axis
followed by a
reflection
across the
other axis
takes one point
to the other.

-axis. A
reflection
across the

-axis

takes one point

to the other.

-axis

takes one point

to the other.

Exercises 12 (5 minutes)
Exercises
In each column, write the coordinates
of the points that are related to the
given point by the criteria listed in
the first column of the table. Point

S (5,3 )
the

has been reflected over

- and

-axes for you as a

guide, and its images are shown on

the coordinate plane. Use the
coordinate grid to help you locate
each point and its corresponding
coordinates.

S (5,3) (2,4) (3,2) (1,5)

M (5,3)
(2,4 )( 3, 2)

(1,5)

point is
reflected

Page 6 of 11

Development

Development
(Comments)
-

point is
reflected

L (5, 3 ) (2, 4)

(3,2)(1,5)

point is
reflected

A (5,3(2,4)
)
(3,2) (1,5)

axis and

point is
reflected

A (5,3)
(2,4) (3,2) (1,5)

axis and

1.

When the coordinates of two points are

(x , y )

(x , y)

and

, what line of

symmetry do the points share? Explain.

They share the

because the

-axis

-coordinates

are the same and the

coordinates are opposites, which

means the points will be the
same distance from the

axis but on opposite sides.

2.

When the coordinates of two points are

Page 7 of 11

Development
(Comments)

Development
(x , y )

( x , y )

and

, what line of

symmetry do the points share? Explain.

They share the

because the

-axis

-coordinates are

the same and the

coordinates are opposites, which

means the points will be the
same distance from the

axis but on opposite sides.

Example 2 (8 minutes): Navigating the

Coordinate Plane Using Reflections
Have students use a pencil eraser or finger to
navigate the coordinate plane given verbal
prompts. Then, circulate the room during the
example to assess students understanding and
provide assistance as needed.

Begin at

(7, 2).

Move

and then reflect over the

Scaffolding:
Project each prompt
so that visual
learners can
follow along with

3 units down,

y -axis. Where

are you?

(7,1 )

Begin at

x -

(4,5) . Reflect over the

axis, and then move

then to the right

7 units down and

2 units. Where are

you?

( 6,2 )

Begin at

(3,0).

x -

Reflect over the

axis, and then move

6 units to the

right. Move up two units, and then reflect

over the

x -axis again. Where are you?

( 3,2 )
Begin at (2,8) .
coordinate by

Decrease the

y -

units. Reflect over the

y -axis, and then move down 3 units.

Page 8 of 11

Development
(Comments)

Development
Where are you?

( 2,1 )

Begin at

(5,1).

Reflect over the

axis, and then reflect over the

x -

y -axis.

Where are you?

(5, 1 )

Examples 23: Navigating the

Coordinate Plane

Example 3 (7 minutes): Describing How

to Navigate the Coordinate Plane
Given a starting point and an ending point,
students describe a sequence of directions using at
least one reflection about an axis to navigate from
the starting point to the ending point. Once
students have found a sequence, have them find
another sequence while classmates finish the task.

Begin at

( 9,3 ) , and end at (4,3) .

Use exactly one reflection.

Possible answer: Reflect over the

axis, and then move

Begin at

y -

5 units to the right.

( 0, 0 ) , and end at (5,1) .

Use exactly one reflection.

Possible answer: Move

5 units right,

1 unit up, and then reflect over the

x -axis.

Page 9 of 11

Development
(Comments)

Development

Begin at

( 0, 0 ) , and end at (1,6) .

Use exactly two reflections.

Possible answer: Move right

reflect over the

y -axis, up 6 units,

and then reflect over the

Closure (Comments)

1 unit,

x -axis.

Closure

When the coordinates of two points differ only by one sign,

such as

(8,2 ) and ( 8, 2 ) , what do the similarities and

differences in the coordinates tell us about their relative

locations on the plane?

The

y -coordinates are the same for both points, which

means the points are on the same horizontal line. The

x -

coordinates differ because they are opposites, which means

the points are symmetric across the

What is the relationship between

y -axis.

( 5,1 ) and ( 5,1 ) ?

Given one point, how can you locate the other?

If you start at either point and reflect over the

x -axis, you

will end at the other point.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
1. How are the ordered pairs

(4, 9) and (4,9) similar, and how

are they different? Are the two points related by a reflection over
an axis in the coordinate plane? If so, indicate which axis is the
line of symmetry between the points. If they are not related by a
reflection over an axis in the coordinate plane, explain how you
know.
2. Given the point

(5,2) , write the coordinates of a point that is

related by a reflection over the

x - or

y -axis. Specify which

axis is the line of symmetry.

Differentiated instruction
(Comments)

Differentiated instruction

Page 10 of 11

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

Page 11 of 11