Blended Learning Lesson Plan

Lesson Title: Comparing and Ordering Rational Numbers

Objectives:
Students will be able to Interpret statements using less than (<), greater than (>), less than or
equal to (≤), greater than or equal to (≥), and equal to (=) as relative locations on the number line.
Students will be able to Use concepts of equality and inequality to write and explain real-world
and mathematical situations.
State Standards: 7.NS.4 - Understand and apply the concepts of comparing and ordering to
rational numbers.

Context: Why are you teaching this lesson? What comes before this lesson in the larger unit?
What previous knowledge will students be bringing into the lesson? What comes after this lesson
in the larger unit? What are you teaching to prepare students for the next lesson topic? I am
teaching this lesson because it is in the state standards, and it is important for students to learn
about rational numbers. It will also help them later with the more math they do. Before this
lesson, my students will learn how to use positive rational numbers in rational operations like
dividing and multiplying. Students will be able to Understand sign rules for multiplying rational
numbers. c. Understand sign rules for dividing rational numbers and that a quotient of integers
(with a non-zero divisor) is a rational number. Apply mathematical properties (e.g.,
commutative, associative, distributive, or the properties of identity and inverse elements) to
multiply and divide rational numbers. According to the state standards, after this lesson, students
will extend prior knowledge to translate among multiple representations of rational numbers
(fractions, decimal numbers, percentages). Exclude the conversion of repeating decimal numbers
to fractions. Then they will move into a new unit involving unit rates and complex fractions. I
am teaching my students how to order and compare rational numbers which will prepare them
for translating among multiple representations of rational numbers.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching? The
students will be grouped based on how they did on their last exit slip. The students who did well
will be together as the “top” group. Then the students who did average will work together in the
“middle” group. Then the students who really struggled will be together in the “bottom” group.
Data will be collected in this lesson through the exit slip my students complete and how well
they did on the interactive EdPuzzle lesson.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.) Whiteboard, marker, Real-World Situations worksheet, and an
electronic device (iPad, Mac, Chromebook).

Detailed paragraphs from here on down.

Procedures:
Introduction (10 minutes): My students will enter the classroom and get situated and
ready for class. Once my students are quiet and ready for instruction, I will begin with the
introduction of what we will be doing for class today. I will explain that we will have three
stations and what will be done in each.

Teacher Directed (10 minutes): In this group I will have each student grab a whiteboard and a
marker. I will ask different questions pertaining to comparing and ordering rational numbers. For
example, I may ask “1/3 is ____ to 0.33.” Then my students would have to use their whiteboard
and marker and tell me that these are =, <, or >. We would work through different problems and
if anyone had questions, we would work through them together. I would want my “low” group to
start here just so I could assist them early so they could work through the other groups with a
better understanding.

Collaborative (10 minutes): In this group the students will work together to solve and explain
real-world mathematical situations.

I would make up 3 different real-world questions using rational numbers and the students would
have to answer all three of them together. Not only would they answer them, but they would
explain their answer on their worksheets. After the three questions were solved and explained,
the students would then produce a real-world question as a group and have an answer and
explanation prepared for later in the class.

Independent Digital (10 minutes): In this group the students will grab their electronic device and
open their Google Classroom. I will have an Edpuzzle ready for them in the classroom.
https://edpuzzle.com/media/62eac855c3ad954129ecd641
This video is around 7 minutes and has 16 questions. This will give the students time to work
through the problems if needed but most of them are very straight forward. If the students finish
early, they can begin working at Khan Academy where my second multimedia source comes into
play. In my hypothetical classroom I do not want my students with much free time so if they
finish this station early, they can continue practicing in Khan Academy on rational numbers. The
two pieces to this station are the Edpuzzle and the Khan Academy link for the students who
finished early.

Closure (10 minutes): To close I will instruct my students to stay in their groups and I
will take over the class. I will then ask one person from each group to share the real-world
question they created as a group to the class. Anyone will have the chance to answer the question
and explain it. After each group has shared their question and we have answered them together,
the class will then bring out their electronic device and complete the Google Form that will be
linked in our Google Classroom. The real-world questions will take around 5-7 minutes and the
Exit Ticket will take 3 minutes at the most so my students will not be late to their next class.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
(Multimedia 1= EdPuzzle): Why this piece of multimedia? How does it support student
learning and your standards and objectives? How do you know it is of high-quality?
Evaluate this multimedia against the LORI criteria in the 406: Evaluating Multimedia
module to support your rationale. How does this multimedia choice differentiate
instruction for all learners (consider differentiation and assistive technologies)? I chose
this piece of multimedia because it is super easy to use and access, especially as a
teacher. This supports my students learning and my standards and objectives because it
gives my students the opportunity to practice what they learned. The EdPuzzle lesson I
found hits every objective for the lesson presented and is not exceptionally long so the
students can work through it at a solid pace. I know it is of high quality because I worked
through the EdPuzzle to make sure it was of high quality. This multimedia is good for all
learners because it is a sound video and will read the question when prompted. You can
also speak to text if you have problems typing. I think anyone would be able to use
EdPuzzle and this lesson with ease and instruct their students loads of information.

(Multimedia 2= Khan Academy): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Evaluate this multimedia against the LORI criteria in the 406: Evaluating
Multimedia module to support your rationale. How does this multimedia choice
differentiate instruction for all learners (consider differentiation and assistive
technologies)? I chose this piece of multimedia because it is free and quite easy to access
and understand. This multimedia supports student learning and my objectives because it
is just homework. Different problems will prevent themselves, and my students will have
to use what they learned to answer them. It keeps track of how many correct/incorrect
answers you receive to let you see what you need to work on and go back over. I know it
is high-quality because I went through part of the questions and Khan Academy is a big
learning establishment that would not produce and promote anything low-quality. This
multimedia choice differentiates instruction for all learners by allowing you to read the
questions and hear the questions. You can also receive hints and ask for help when
needed. And when you finally get the answer, you can write it or speak it into the answer
box.