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Leonardo Torres Pagn, PhD

Lesson

INTRODUCCION

Academic

Strategies (AS)

Suplementary &

complementary

strategies (SS)

Scientific based

strategies (SB)

(Marzano)

High School

Student Profile

(SP)

Standard,

Expectations

Week #

AS2 Curricular integration

AS3 Cooperative learning

SS1 Context teaching

SS2 Collaborative learning

SS3 Brain based learning

SS4 Stations

Date

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

SB9 Cues, questions, and advance organizers

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

Skills & Concepts

Strategic Thinking

Extended Thinking

Level of Knowledge

Indicator

(Concepts & Big ideas) OBJECTIVES

Skills & Concepts

Strategic Thinking

Extended Thinking

Skills & Concepts

Strategic Thinking

Extended Thinking

Formative Assessment

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 10

CURRICULAR INTEGRATION

Transversal

themes

Morale

Strategies

Values

Technology

Standards

Accomodations

Peace education

Education & technology

Civic & Ethics

Deliberation

Action research

Civism

Respect

Communication & Collaboration

Socratic dialogue

Values clarification

Reliability

Responsibility

Research & Information fluency

Digital citizenship

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

Lesson

Overview

Date

Comparing Integers and Other Rational Numbers

Week #

number line, making statements that relate the numbers

location on the number line to their order.

decimals, and fractions to compare integers and other rational

numbers.

Students relate integers and other rational numbers to realworld situations and problems.

Lesson Notes

Students complete an activity during Example 2 that requires

preparation. The Activity Cards (attached to the end of the lesson)

need to be prepared before the delivery of this lesson.

(Comments)

Start-up (Comments)

Start up

Example 1 (3 minutes): Interpreting Number Line Models to

Compare Numbers

Refer to the number line diagram below, which is also located in the

student materials. In a whole-group discussion, create a real-world

situation that relates to the numbers graphed on the number line.

Include an explanation of what zero represents. Students should

contribute suggestions to help the story evolve and come to a final

state. Students write the related story in their student materials.

Example 1: Interpreting Number Line Models to Compare

Numbers

-day

40

20

to check in and register. Thomas and Evan are Scouts in

10

miles beyond

the station. Zero on the number line represents the checkin station.

Page 3 of 10

Scaffolding:

Provide a set of

horizontal and

Development

(Comments)

vertical

number Development

Exercise 1 (7 minutes)

lines for visual

learners to create Display the following vertical number line model on the board.

Scaffolding:

Students are to independently interpret the number line model to

Provide a story

describe a real-world situation involving these two rational numbers.

starter for

Remind students to compare the numbers and describe their order in

students

their write-ups. After allowing adequate time for students to write

who are

their solutions, several students share what they wrote with the class.

struggling

Students in the class determine whether the written responses

to begin

correctly relate to the number line models.

Exercise 1

1.

the number line model. Be sure to describe the relationship

between the values of the two points and how it relates to their

order on the number line.

Answers will vary.

Alvin lives in Canada and is recording the outside

temperature each night before he goes to bed. On

Monday night, he recorded a temperature of

temperature of

temperature.

is less than

, so the

on a vertical number

line.

Students are seated in groups of three or four, and each group is given

a set of Activity Cards. For each group, photocopy, cut out, and

scramble both sheets of Activity Cards that appear at the end of this

lesson.

related number line card.

statement relating the numbers placement on the number line

to their order.

group. For each number line diagram, students present their

written statements as verbal statements to the class.

An example follows:

Page 4 of 10

Scaffolding:

Provide a set of

horizontal and

Development

(Comments)

vertical

number

lines for visual

learners to create

Development

The Navy Seals are

practicing new techniques.

The blue submarine is

450 ft .

below sea

submarine is

375 ft .

below sea

level.

The blue submarine is farther below sea level than the red

450

submarine because

is to the left of

375

on the

375 .

Students read each of the following scenarios and decide whether they

agree or disagree. They must defend and explain their stance in

writing. Allow time for students to share their answers with the class

and explain their reasoning. The class should come to a consensus for

each one.

Exercises 28

For each problem, determine if you agree or disagree with

the representation. Then, defend your stance by citing

specific details in your writing.

2.

1

2

and

10

are represented on a

During a recent football game, our team lost yards on

two consecutive downs. We lost

1

2

yards on the

was sacked for an additional

10

locating

1

2

1

2

10

.

Agree.

10

to the left of

is less than

1

2

1

2

since

10

is

yards on both football plays, but they lost more yards

on the second play.

Page 5 of 10

Scaffolding:

Provide a set of

horizontal and

Development

(Comments)

vertical

number

lines for visual

learners to create

MP.

2

&

MP.

Development

3.

3

4

1

2

and

story:

50

I borrowed

borrowed

75

cents from my friend, Calvin. I owe

3

4

Agree.

0. 75

is equivalent to

0. 50

is equivalent to

0. 50

and

1

2

0. 75

and

0. 50

is

not owe Lester as much as he owes Calvin.

4.

Henry located

1

4

and

2.1

In gym class, both Jerry and I ran for

Jerry ran

1

4

2.1

20

minutes.

miles. I ran a

farther distance.

Disagree.

1

4

is equivalent to

is greater than

2 .25

2 .1

5.

2 .1

since

1

4

2 .25

is to the right of

number line. He saw the points

1.5

and

. He wrote

I am looking at a vertical number line that shows the

location of two specific points. The first point is a

negative number, so it is below zero. The second point

is a positive number, so it is above zero. The negative

number is

1

2

unit

Disagree. Sam was right when he said the negative

number is below zero and the positive number is above

zero. But

1. 5

is

1

2

Page 6 of 10

Scaffolding:

Provide a set of

horizontal and

Development

(Comments)

vertical

number

lines for visual

learners to create

Development

2

is

2

6.

1

2

10

points:

10

and

story:

These two locations represent diferent elevations.

10

One location is

10

location is

line,

10

10

graphing a point at

, and

10

10

10

locations are

10

7.

10

and

describe the relationship between two points on the number

line,

7.45

7.5

and

Two friends, Jackie and Jennie, each brought money to

the fair. Jackie brought more than Jennie. Jackie

$ 7.45

brought

Since

7.45

7.5

come after

$ 7.50

7.5

, it would

so it is a greater value.

Disagree. Jackson is wrong by saying that

7 .5

to the right of

the same as

7 .50

, and it is greater than

and then

7 . 45

7 . 46

7 .50

7 . 47

. So,

7 .50

7 . 48

is

7 .5

is

7 . 45

7 . 45

would say

7 . 45

7 . 49

,I

,

is greater than

7 . 45

Page 7 of 10

Scaffolding:

Provide a set of MP.

2

horizontal and&

Development

(Comments)

vertical number

MP.

lines for visual

learners to create

Development

8.

on a vertical number line:

1

4

1

2

, and

. She

The nurse measured the height of three sixth-grade

students and compared their heights to the height of a

typical sixth grader. Two of the students heights are

below the typical height, and one is above the typical

represents

inch above

determined that the student represented by the point

associated with

1

4

students.

Disagree. Justine was wrong when she said the point

1

4

height, then the point associated with

1

2

is

1

4

Positive

1

2

Page 8 of 10

Closure (Comments)

Closure

How can use you use the number line to order a set of

numbers? Will graphing the numbers on a vertical number line

rather than a horizontal number line change this process?

You can locate and graph the numbers on the number line to

determine their order. If you use a vertical number line, their

order is the same as it is on a horizontal number line, but

instead of moving from left to right to go from least to

greatest, you move from bottom to top. To determine the

order of a set of numbers, the number that is farthest left (or

farthest down on a vertical number line) is the smallest value.

As you move right (or toward the top on a vertical number

line), the numbers increase in value. So, the greatest number

is graphed farthest right on a number line (or the highest one

on a vertical number line).

If two points are graphed on a number line, what can you say

about the value of the number associated with the point on the

right in comparison to the value of the number associated with

the point on the left?

than the number associated with the point on the left.

1

3.4 or 3

2 ? How will

determination?

below) is the smaller number. In this example,

would be graphed to the left of

1

2

3.4 , so it is the

sure they are graphed correctly by either representing

them both as a decimal or both as a fraction.

is halfway between

and

1

2

3.5

since

it would be

right of

1

5

3 =3

3.4 ,

2

10 . When I graph

1

3 . This means 3.4

2

is larger than

1

2 .

Page 9 of 10

Formative Evaluation

(Comments)

Formative evaluation

Exit Ticket

1. Interpret the number line diagram shown below, and write a

statement about the temperature for Tuesday compared to Monday

at 11:00 p.m.

Tuesdays temperature but still below zero, what is a possible value

for the temperature at 11:00 p.m. Wednesday?

Differentiated instruction

(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items

References

References

Page 10 of 10

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