Name: Heidi Ahler
1. Texas Essential Knowledge and Skills (TEKS): (C2)
Math 6.2C: Locate, compare and order integers and rational numbers using a number line.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
See “Img_0420.jpg” in my Canvas Folder.
3. SMART
Objective(s): (C3)
Essential Question:
4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language
Grade/Subject: 6th Grade Math Date:
By the end of the lesson, students will locate, compare, and order rational numbers and integers
on a number line.
How can I use what I know about rational numbers and integers to help me accurately graph
these numbers on a number line?
The purpose of this lesson is to build upon the student’s previous knowledge of plotting points
on a number line. The students will learn the definitions of rational numbers and integers and
how to plot them successfully on a number line. This lesson will also serve as a building block
for ordering a set of rational numbers arising from mathematical and real-world contexts.
Number lines are important because they promote good mental arithmetic strategies that
students will need to know how to interpret and understand.
I can differentiate between a rational number and an integer, and I can locate, compare and
order these numbers on a number line.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
 Students will be able to locate, compare and order rational numbers and integers on a
number line.
 Students will be able to identify specific attributes of the number line.
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Locate, compare, order, rational numbers, integers, fractions, numerator, denominator, number
line, <=, (less than or equal to) >= (greater than or equal to), < (less than), > (greater than), /
(divided by)
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
 Constructing and discussing a number line containing rational numbers and integers
 Interpreting graphic representations (e.g., the number line)
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
 Organize a chart summarizing rational numbers and integers in ascending order
 Anchor chart
Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Communicate clearly to engage students. Be responsive to situations and students’ needs.
The resources,
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Frayer Model (Frayer)
understand, use, and 2. Word Wall
practice the concepts and 3. Word games
language they need to 4. Wheel of Fortune
learn within the
discipline Discourse strategies - (GO TO Page)
-Write: 5 Fingers in 5 words or less in 5 minutes; 3-2-1
Site the researcher’s
name as you refer to the -Talk: Mix-Freeze Group; Three-step interview
strategy.

Syntax - (GO TO Page)

1. Compare/Contrast (Marzano)

2. T-Chart (Marzano)

Making Content Comprehensible (R9) Word Wall - this is a content word wall specific to one
content area, reserved for key vocabulary that relates to that content; T-charts are useful outlines
to begin organizing; appropriate speech is when you use speech that is appropriate for the
students’ proficiency level – slow down and enunciate where applicable.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be  Paper and pencil tests: multiple-choice, short answers, essay, constructed response,
aligned to the TEKS, written reports
and objectives.  Short comparative assessments to see how students are performing against their peers
Summative:
 End of unit or chapter tests including matching questions, short answer questions and
multiple-choice questions
 Demonstrations
Assessment of your language demands:
Formative:
 Silent classroom polls
 Lesson exit tickets to summarize what students have learned

Summative:
 End of unit or chapter tests including matching questions
 Diagrams or other graphic representation

8. Hook (C7) Hook activity (make connections to prior learning)

 Rhymes/rap
 Math ball
Closure (C7) Closure Activity: (make connections to prior learning)
 Credit cards

Student Assets (C7) Personal assets: specific information students bring to learning environment such as interests,
knowledge, everyday experiences, family backgrounds, etc.
 Cultural assets: traditions, languages, worldviews, literature, art, etc.
Community assets: resources, local landmarks, community events and practices, etc.
9. Body of Lesson/ The gradual release of responsibility supports a varied approach to content, process, and product
Teaching Strategies and over the course of a unit. Learner diversity is embraced by supporting interests, learning
Learning Task(s) profiles, and readiness. Gradual release is a way to apply differentiated instruction principles to
(C9) all content areas of instruction as the responsibility for independent learning shifts to the
learners.
Be sure to include: I DO – Demonstration. The teacher as a prominent role in the delivery of the content at the
How will students learn beginning of a lesson or when new material is being introduced. But as the student acquires the
and use academic new information and skills, the responsibility of learning shifts from teacher-directed instruction
language? to student processing activities.
WE DO – Prompt. In the “We do” phase of learning, the teacher continues to model, question,
prompt and cue students. After the teacher models the correct way to understand or perform the
Three higher order new concept being taught, they partner with the students and work through some examples
thinking questions. together (partner with the teacher or classmates). This allows for a deeper level of learning to
develop.
YOU DO – Practice. As students move into the “You do” phase, they rely more on themselves
Marzano Strategy and less on the teacher to complete the learning task. This step is where students demonstrate
their initial level of understanding of the new concept being taught through independent practice
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):
o Second Language learners / Cultural Diversity:
Figure out what you can differentiate: for ELL students you want to give them an opportunity
to learn the same academic content as native English learners. Things you can differentiate in
class
 Content (what students are being taught)
 Assessment (what types of final products the students are to complete)
 Process (how students are being taught)
o Gifted / advanced learners:
Gifted students progress through learning activities rapidly and then are often given more
work to do, asked to read a book or run an errand for the teacher. This is not a fair
accommodation for gifted students. One way to differentiate these students is to provide gifted
students with accelerated and enriched learning material.
Technology: -(GO TO page) Cell phones, calculators, projector, Chromebooks
Marzano Strategy - (GO TO page) Creating Analogies – look for similarities between pairs of
elements. Analogies can help explain a new or confusing concept by aligning or comparing it to
something familiar. We are establishing a higher order of thinking and clarification of our
thinking in the use of analogies.
Higher Order Thinking Questions (GO TO page)
1. Organize a set of data and construct an appropriate display.
2. Convert scientific notation to decimal form.
3. Recall or recognize a fact, term or property (can use academic language).
Grouping / Partnering Technique: (Hattie) Robert Marzano and John Hattie both agree that
getting students to work with each other helps them to achieve better results. The use of
cooperative learning groups adds value to whole-class instruction and to individual work.
Marzano and Hattie agree that cooperative learning is only effective when you:
1. Structure it carefully.
2. Keep groups small
3. Teach students how to work in groups
Potential misconceptions and your plan to address it: Students may be confused about the
differences between Natural Numbers, Whole Numbers, Integers, Rational Numbers and
Irrational Numbers. I would create a handout that indicates each number class using adjoining
circles illustrating what numbers are in each number class.

10. Resources and Pencils, paper, highlighters, multi-colored cardstock, scissors, index cards, beach balls,
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
calculators, Chromebooks, projector, math notebook, black sharpie
(How might you differentiate materials and resources for learners with various needs?)
For learners with various needs items such as large print materials, calculators and electronic
math worksheets will be provided depending on the learners disability.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
Procedures:
1) Shake each students’ hands as they enter the classroom.
2) Instruct students that they are to obtain a handout at the start of every class. The handouts
will be in a bin labeled “Daily Handouts.” They are to go to their assigned seats and start
working on the handout.
3) With 5 minutes left of class time it will signal desk clean-up time. All garbage is to be
disposed of in a garbage can and all papers are to be filed in their binders or turned in.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Enlarge the text of the math handouts.
2. Allow the student to utilize a calculator.
3. Allow the students extra time to complete assignments.
4. Incorporate a minimum of 5 minutes/student of class time for teacher assistance.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Reduce the number of math problems for the student to solve.
Strategies for ELLs (strategies that support language acquisition)
1. Slow down rate of speech and enunciate clearly.
2. Increase the amount of time for ELLs to answer questions.
3. Utilize visuals.
4. Allow students to work in small groups.
5. Scaffolding/building on prior knowledge.