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Mathematics Lesson Plan Aug 2014

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You are on page 1of 5

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Week of August 11, 2014

DOK Level Possible Aligned Activities and Questions Resources

(on/offline)

2

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

2,3

Write a story that would result in the problem:

(-3)+6+5.7- 8

Model the solution in two different ways

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

Content Area Math: Steward, Perkins, Garrett

Grade/Course 7

Unit of Study Operations with Rational Numbers

Instructional Period 1

st

,2

nd

,5

th

, 6th

Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and

UNDERLINE the CONCEPTS that students need to know.

MCC.7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;

represent addition and subtraction on a horizontal or vertical number line diagram

MCC.7.NS.1a Describe situations in which opposite quantities combine to make 0.

MCC.7.NS.1b Understand q p as the number located a distance q from p , in the positive or negative direction depending on

whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of

rational numbers by describing real-world contexts.

MCC.7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, ) ( q p q p . Show that the

distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-

world contexts.

MCC.7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.

List Behaviors

(what students

should be able to

do; focus on

verbs)

List Content

(what students should know; focus on concepts)

Determine DOK

(align to instruction and assessment)

Ask, answer,

describe,

write,

recount,

demonstrate,

identify and

locate

Computation with positive and negative numbers is

often necessary to determine relationships between

quantities.

Models, diagrams, manipulatives and patterns are

useful in developing and remembering algorithms for

computing with positive and negative numbers.

Properties of real numbers hold for all rational

numbers.

Positive and negative numbers are often used to solve

problems in everyday life.

DOK Levels DOK Ceiling

2,3 4

TAPS 1, 2

TAPS 2, 3, 4, 5

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Mark a random number x between 1 & 2(at a spot only you would

think of) on a number line. Plot the opposite of each of the following

on your number line

a. x b. x + 5 c. x 4 d. 6 x

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

3, 4

Doe Grade 7 Unit 1 Frameworks

Whats Your Sign

Helicopters & Submarines

Hot Air Balloons

Debits & Credits

Who Done It

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

DOK Level Possible Aligned Assessment Items/Tasks Resources

(on/offline)

2 Assess: Informally monitor mastery while students

complete tasks/assignments; use probing questions to

confirm mastery

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

3,4

RCPS Required Assessment

Poster

Textbook, CCGPS Framework

Tasks, National Library Virtual

Manipulatives

TAPS 2, 3, 4, 5

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Standards (Primary) DOK (Ceiling) Integrated

4

KNOW/UNDERSTAND

Essential Question/Enduring Understanding:

What models can be used to show addition and subtraction of positive

and negative rational numbers?

What strategies are most useful in helping develop algorithms for

adding, subtracting, multiplying, and dividing positive and negative

rational numbers?

How can models be used to prove that opposites combine to 0?

What real life situations combine to make 0?

How can a number line model addition or subtraction of rational

numbers?

What are the steps to converting a rational number to a decimal using

long division?

KNOWLEDGE & SKILLS

(Key Vocabulary)

Vocabulary- Tier 1

Words using to teach

Tiers 2-3

Model

Explain

Convert

Vocabulary Tier 2

Academic vocabulary

across content-areas

Integer, rational

number, additive

inverse, commutative

property, associative

property

Vocabulary Tier 3

Content-specific, domain-specific

Integer, rational number, additive

inverse, commutative property,

associative property

Pre-assessment to Inform Instruction

Assessment for Learning or Assessment of Learning

Quiz: Absolute Value, Integer Operations

DO

Content Process Product

Advanced Students can use

algorithms to solve

integer operation

problems.

Guide students to

make connections

between conceptual

understanding and

algorithms.

Students will use

algorithms to solve

problems with integers.

Ready Understands that

the sum and

difference of two

rational numbers

represents a

distance and that

Model the addition

and subtraction of

rational numbers

and the property of

additive inverses

with:

Computes the sums and

differences of numerical

expressions containing

positive and negative

rational numbers. Uses

the properties to do so

TAPS 2, 3, 5

TAPS 2, 3

TAPS 2, 3, 4

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

the sum of any

number and its

opposite is zero.

Vertical and

Horizontal

Number Lines

Two Color

Counters

strategically & to

interpret the sum or

difference in the context

of a given problem

Need

Prerequisites

Students have

some

understanding of

rational numbers

Guide students to

use modeling

strategies to

add/subtract

integers.

Students will solve

problems with integers

using modeling (color

chips and number lines).

Steps to Deliver the Lesson Using WICOR AVID

Engage

(Hook, introduction to lesson

concepts)

WICOR:

Warm-up

Review Absolute Value, Adding/Subtracting Integers

Explore/Explain

(teaching content all students need to

know, understand and be able to do

as determined by unpacked standard)

WICOR:

add and subtract rational numbers (NS.7.1)

represent addition and subtraction using at least one method such as a

horizontal/vertical number line or two color counters method (NS.7.1)

use words, visuals, and symbols to describe computational and real-

world situations in which opposite quantities combine to make zero,

incorporating the term additive inverse (NS.7.1)

explain, model, and apply commutative, associative, distributive,

identity, and inverse properties to add and subtract rational numbers

(NS.7.1)

apply the principle of absolute value in real-world contexts to describe

the distance between two rational numbers on the number line (NS.7.1)

Enrich/Elaborate

(differentiation of process )

WICOR:

Repeated opportunities over time will allow students to compare the results of

adding and subtracting pairs of numbers, leading to the generalization of the

rules. Fractional rational numbers and whole numbers should be used in

computations and explorations. Students should be able to give contextual

examples of integer operations, write and solve equations for real-world

problems and explain how the properties of operations apply. Real-world

situations could include: profit/loss, money, weight, sea level, debit/credit,

football yardage, etc

TAPS 2, 3, 5, 6, 8

LESSON PLANNING GUIDE Math Grade 7

Conyers Middle School 2014-2015

Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6

Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

Evaluation

(Formative assessment)

WICOR:

Formative Assessment, CCGPS Performance Task

Resources

Textbook, CCGPS Frameworks, RCPS Frameworks, National Library Virtual

Manipulatives

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