Weekly Guide: MATHEMATICS Grade 12th

COURSE: MAT 131 1448: Matematica Actualizada 1

Leonardo Torres Pagn, PhD

Unit The Real Numbers System

Week #

Rational Numbers on the Number Line

Date

Lesson

INTRODUCCION

Academic
Strategies (AS)
Suplementary &
complementary
strategies (SS)

Scientific based
strategies (SB)
(Marzano)

High School
Student Profile
(SP)
Standard,
Expectations

AS1 Conceptual development

AS2 Curricular integration
AS3 Cooperative learning
SS1 Context teaching
SS2 Collaborative learning
SS3 Brain based learning
SS4 Stations

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 13

Unit Real number system

Lesson
Overview

Date

Rational Numbers on the Number Line

Week #

Students use number lines that extend in both directions and

use

0 and 1 to locate integers and rational numbers on

the number line. Students know that the sign of a nonzero

rational number is positive or negative, depending on whether
the number is greater than zero (positive) or less than zero
(negative), and use an appropriate scale when graphing
rational numbers on the number line.

Scaffolding:
Materials & resources
(Comments)
Use polling software
to elicit immediate
feedback from the
Start-up
class to(Comments)
engage all
learners.

Display each problem

one at a time, and
use personal white

Students know that the opposites of rational numbers are

similar to the opposites of integers. Students know that two
rational numbers have opposite signs if they are on different
sides of zero and that they have the same sign if they are on
the same side of zero on the number line.

Materials & resources

Start up
Opening Exercise (5 minutes)
Students work independently for 5 minutes to review fractions and
decimals.
Opening Exercise
a.

i.

Scaffolding:

Use edges of square

tiles on the floor as a
number line to
illustrate how to
connect segments of
equal length for
visual and kinesthetic
learners.

Write the decimal equivalent of each fraction.

1
2
0.5

ii.

4
5
0.8

Provide green and

red pencils to help
iii.

7
10

6.70
b.

Write the fraction equivalent of each decimal.

i.

0.42
42 21
=
100 50

Page 3 of 13

Start-up (Comments)

Start up
ii.

3.75
3

iii.

75
3
=3
100
4

36.90

Page 4 of 13

Development (Comments)

Development
Example 1 (10 minutes): Graphing Rational Numbers
The purpose of this example is to show students how to graph noninteger rational numbers on a real number line. Students complete
the example by following along with the teacher.

Locate and graph the number

3
10

and its opposite on a

number line.
Before modeling the example, review graphing a fraction on the
number line to the whole class by first reviewing fraction definitions
with respect to the number line.
Example 1: Graphing Rational Numbers

If

1
b

is a nonzero whole number, then the unit fraction

is located on the number line by dividing the

segment between

and

equal length. One of the

into

segments of

segments has

as its

left end point; the right end point of this segment

corresponds to the unit fraction

1
b

Since the number is a rational number, a number that can be

represented as a fraction, determine how the number line
should be scaled.1

First, divide the number line into two halves to represent

Supplemental Exercise: Have four students each stand in a square floor tile forming a straight line
facing the class. Give each student a number to tie around his neck:

1
10

. (Use index cards or construction paper.)

Ask a fifth student to assist by giving one end of a ball of string to the person at

2
10

, or

3
10

. This person

holds one end of the string and passes the rest to the person to the left. (So the class sees it moving
to the right.)

As the string gets passed down the line, each person announces her number,

3
,
10

stopping at

3
10

1
10

2
10

The assistant cuts the string at

3
10

making one segment of length

3
10

and gives that end of the string to the person holding

3
10

Have students turn over their numbers to reveal their opposites and rearrange themselves to
Page 5 of 13

Development (Comments)

Development
positive and negative numbers.

MP.
4

Have students complete this task on their student pages.

Next, divide the right half of the number line segment between

and

1 into ten segments of equal length; each segment

has a length of

1
10 .

Students divide their number lines into ten equal segments as shown.
Check for accuracy.

There are

10 equal segments. Each segment has a length of

1
0 as its left end point, and the
10 . The first segment has
right end point corresponds to

The fraction

a
b

1
10 .

is located on the number line by joining

segments of length

point of the first segment is

1
b

so that (1) the left end

, and (2) the right end

point of each segment is the left end point of the next

segment. The right end point of the last segment
corresponds to the fraction

To locate the number

a
b

a
b

on a number line, students should

divide the interval between zero and

parts. Starting at

represent the opposite of

3
10

1 into b

equal

0 , move along the number line a

using the same process. This time, students pass the string to the

right. (So the class sees it moving to the left.)

Page 6 of 13

Development (Comments)

Development
number of times.

There are ten equal segments. Each segment has a length of

1
0 as its left end point, and
10 . The first segment has a
the right end point of the third segment corresponds to
The point is located at

The opposite of

3
10

3
10

3
10 .

3
10 .
is located the same distance from zero as

but in the opposite direction or to the left. Using your

knowledge of opposites, what rational number represents the

opposite of

3
10

3
10 ?

To locate the opposite of

interval between zero and

3
10

on the number line, divide the

into ten equal segments.

Starting at zero, how far would we move to locate the opposite

of

3
,
10 and in what direction?

We would move

3 units to the left of zero because that is

the same distance but opposite direction we moved to plot the

point

3
10 .

There are ten equal segments. Each segment has a length of

1
0 and
10 . Three consecutive segments, starting at
moving to the left, would have a total length of

3
10 . The
Page 7 of 13

Development (Comments)

Development
3
10 .

point is located at

Counting three consecutive segments of length of

1
10

from

0 moving to the left and taking the end point of the last
segment corresponds to the number

opposite of

3
10

3
10 . Therefore, the

3
10 .

is

Locate and graph the number

3
10

and its opposite on a

number line.

Exercise 1 (5 minutes)
Students work independently to practice graphing a non-integer
rational number and its opposite on the number line. Allow 23
minutes for review as a whole group.
Exercise 1
Use what you know about the point

7
4

and its

opposite to graph both points on the number line below.

The fraction

7
4

is located between which two

consecutive integers? Explain your reasoning.

On the number line, each segment will have an equal

1
4

length of

and

. The fraction is located between

Explanation:

Page 8 of 13

Development (Comments)

Development
7
4

7
4

is the opposite of

. It is the same distance

from zero but on the opposite side of zero. Since

7
4

is to the left of zero,

is to the right of zero. The

original fraction is located between

and

(or

4
4

7
4

(or

8
4

).

Example 2 (7 minutes): Rational Numbers and the Real World

Display the following vertical number line model on the board.
Students are to follow along in their student materials to answer the
questions. Pose additional questions to the class throughout the
example.
Example 2: Rational Numbers and the Real World
The water level of a lake rose

1.25

feet after it rained.

Answer the following questions using the number line

below.
a.

Write a rational number to represent the situation.

1.25

c.

or

1
4

What two integers is

1.25

between on a

number line?

1
d.

and

Write the length of each segment on the number

line as a decimal and a fraction.

0.25

e.

and

1
4

What will be the water level after it rained? Graph the point
on the number line.

1.25

f.

feet above the original lake level

After two weeks have passed, the water level of the lake is
now the opposite of the water level when it rained. What

Page 9 of 13

Development (Comments)

Development
will be the new water level? Graph the point on the number
line. Explain how you determined your answer.

1.25

The water level would be

feet below the

original lake level. If the water level was

the opposite of

g.

1.25

is

1.25

1.25

State a rational number that is not an integer whose value

is less than

1.25

, and describe its location between two

consecutive integers on the number line.

Answers will vary. A rational number whose value
is less than

1.25

located between

0.75

is

and

. It would be
on a number line.

Possible discussion questions:

What units are we using to measure the water level?

Feet
What was the water level after the rain? How do you know?
If zero represents the original water level on the number line,
the water level after rain is

1.25 feet. From

0 to 1 ,

there are four equal segments. This tells me that the scale is

1
4 . The top of the water is represented on the number line
at one mark above

1 , which represents

5
4

feet or

1.25 feet.

What strategy could we use to determine the location of the

water level on the number line after it rained?
I started at

counted

1
4

1
4

and

and counted by

five times to get

1
4

for each move. I

5
4 , which is equivalent to

1.25 . I know the number is positive because I

moved up. Since the measurements are in feet, the answer is

1.25 feet.

For the fraction

5
4 , what is the value of the numerator and

denominator?

Page 10 of 13

Development (Comments)

Development

Scaffolding:

Project the directions for

the example as a way for
groups to make sure they
are completing all task
requirements.

Have students write their

story problems and draw
their number lines on
large wall grid paper.

Hang posters around

the room to use as a
gallery walk for
students who finish
their Exit Tickets

The numerator is

5, and the denominator is 4 .

What do the negative numbers represent on the number line?

They represent the number of feet below the original lake
level.

Exercise 2 (10 minutes)

Students are seated in groups of three or four. Distribute one sheet of
grid paper and a ruler to each student. Each group completes the
following tasks:
1. Write a real-world story problem using a rational number and its
opposite.
2. Create a horizontal or vertical number line diagram to represent
your situation.
a.

Determine an appropriate scale, and label the number line.

b.

Write the units of measurement (if needed).

c.

Graph the rational number and its opposite that represent the
situation.

3. Describe what points

0 and the opposite number represent on

the number line.

4. Name a rational number to the left and right of the rational number
you initially chose.
Exercise 2
Our Story Problem
Answers will vary.
Melissa and Samantha weigh the same amount. Melissa

5.5

gained

pounds last month, while Samantha lost the

same amount Melissa gained.

(pounds)

Our Scale:

Our Units: Pounds

Description: On the number line, zero represents Melissa

and Samanthas original weight. The point

5.5

represents the change in Samanthas weight. The amount

lost is

5.5

pounds.

Other Information: A rational number to the left of

4.5

. A rational number to the right of

5.5

is

5.5

is

5.75

Page 11 of 13

Closure (Comments)

Closure

graphing the number

on a number line?

units.

When we graph
graph

on a number line different

on a number line?

4 , the unit length is one, and when we

4
1
,
the
unit
length
is
3
3 .

On a vertical number line, describe the location of the rational

number that represents

4
3

How is graphing the number

from graphing the number

on a number line similar to

When graphing each number, you start at zero and move to

the right (or up)

4
3

How is graphing the number

The number

5.1

5.1

and its opposite.

would be

5.1 units below zero

because it is negative. Its opposite,

5.1 , would be 5.1

units above zero because it is positive.

Formative Evaluation
(Comments)

Formative evaluation
Exit Ticket
Use the number line diagram below to answer the following questions.

What is the length of each segment on the number line?

5. What number does point

6. What is the opposite of point

7. Locate the opposite of point
point

represent?

K ?
K

on the number line, and label it

L .

8. In the diagram above, zero represents the location of Martin Luther

Page 12 of 13

Formative Evaluation

Formative evaluation
King Middle School. Point

represents the library, which is

located to the east of the middle school. In words, create a realworld situation that could represent point
location in relation to

0 and point

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

Reflection (Comments)

Reflection on praxis

Test items (Comments)

Test items

References

References

L , and describe its

K .

Page 13 of 13