Weekly Guide: MATHEMATICS Grade 12th

COURSE: MAT 131 1448: Matematica Actualizada 1

Leonardo Torres Pagn, PhD

Unit RATIONAL NUMBERS: FRACTIONS

Lesson

INTRODUCCION

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

Scientific based
strategies (SB)
(Marzano)

High School
Student Profile
(SP)

Week #

Make equivalent fractions with sums of fractions with like

denominators

AS1 Conceptual development

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

Date

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

SP4 Entrepreneur
SP5 Engaged in communities
Level of Knowledge

Standard,
Expectations

Indicator

STANDARDS

Level of Knowledge

Standard,
Expectations

Indicator

Recall & Reproduction

Skills & Concepts
Strategic Thinking
Extended Thinking

Level of Knowledge

Standard,
Expectations

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

Page 1 of 8

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 8

Unit RATIONAL NUMBERS: FRACTIONS

Lesson
Overview

Materials & resources

Make equivalent fractions with sums of fractions with like

denominators

Date
Week #

Equivalent Fractions is intentionally placed before the Sprint because it reviews the Sprint skill. Adjust the
time for the Sprint as necessary. If students struggle to complete Sprint A, then consider doing another
minute or two of Equivalent Fractions before moving them on to Sprint B.

Materials & resources

(Comments)

Student workbook
Whiteboard
Teacher laptop
Digital projector / Smartboard
Powerpoint presentation
Software
(Powerpoint, Geogebra, NLVM Virtual Manipulatives, ActiveInspire Flipchart)
Youtube Videos
Bilingual Math Glossary
Math symbols table
Internet
Start-up (Comments)

Start up
Fluency Practice (12 minutes)

Equivalent Fractions 5.NF.1

(4 minutes)
Sprint: Find the Missing Numerator or Denominator
4.NF.1
(8 minutes)

Equivalent Fractions (4 minutes)

Note: This fluency activity reviews
equivalent fractions.

T:

(Write

1
2 .) Say

the fraction.
S: One half.
T:

(Write

1
= .
2 4 )

One half is how

many fourths?
S: Two fourths.

NOTES ON
MULTIPLE
MEANS
OF
REPRESENTATIO
N:
Adjusting number words and
correctly pronouncing them as
fractions (fifths, sixths, etc.)
may be challenging. If there
are many English language
learners in class, consider

Continue with the following

possible sequence:

1 1 2 2 3 ,3
= , = , = , = , =
= .
2 6 3 6 3 6 3 12 4 16 5
25
Page 3 of 8

Start-up (Comments)

Start up
T:

(Write

1
2 .) Say

the fraction.
S: One half.
T:

(Write

1 2
=
2 .) One half or one part of two is the same

as two parts of what unit?

S: Fourths.
Continue with the following
possible sequence:

1 2
1 2 2 8 3 9
4 16
= , = , = , = , and =
2 5 5 4
5
.

Sprint: Find the Missing Numerator or

Denominator (8 minutes)
Materials:
(S) Find the Missing Numerator or Denominator
Sprint
Note: Students generate common equivalent fractions mentally
and with automaticity (i.e., without performing the indicated
multiplication).

Development (Comments)

Development
Application Problem (8 minutes)
Mr. Hopkins has a 1-meter wire he is using to make clocks. Each fourth meter is marked off and divided into
5 smaller equal lengths. If Mr. Hopkins bends the wire at

3
4

meter, what fraction of the smaller marks is

that?

S: (Solve the problem, possibly using the RDW process

independently or in partners.)
T: Lets look at two of your solutions and compare them.

Page 4 of 8

Development (Comments)

Development
NOTES ON
SOLVING
APPLICATION
PROBLEMS:
Since Grade 1, students have
used the Read, Draw, Write
(RDW) approach to solve
Application Problems. The
method is as follows:
1.

Read the problem.

2.

Draw to represent the

problem.

3.

Write one or more

equations that either help
solve the problem or
show how the problem
was solved.

T: When you look at

4. Write a statement that
these two solutions
answers the question.
side by side, what
Embedded within Draw are
do you see?
important reflective questions:
(Consider using the

What do I see?
following set of
questions to help
students compare
the solutions as a
whole class or to
encourage interpartner
communication
while circulating as
they compare.)

What did each of these students draw?

What conclusions can you make from their

drawings?

How did they record their solutions

numerically?

How does the tape diagram relate to the

number line?

What does the tape diagram/number line

clarify?

What does the equation clarify?

How could the statement with the number

line be rephrased to answer the question?
Note: This two-step Application Problem offers a problemsolving context for students to review making equivalent
fractions with the number line or the area model as taught in
Lesson 1.

Concept Development (30 minutes)

Page 5 of 8

Closure (Comments)

Closure
Student Debrief
(10 minutes)
Lesson Objective:
Make equivalent
fractions with sums of
fractions with like
denominators.
The Student Debrief is
intended to invite
reflection and active
processing of the total
lesson experience.
Invite students to review
their solutions for the
Problem Set. They
should check work by
comparing answers with
a partner before going
over answers as a class.
Look for misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation to
debrief the Problem Set and process the lesson.
T: Come to the Debrief and bring your Problem Set.
Compare your work to your neighbors. On which
problems do you have different answers? Discuss your
differences. Both may be correct.
T: (After about 3
minutes.) What
is a way to
express

S:

T:
S:
T:

T:

3
7

as a

sum?
1 seventh + 1
seventh + 1
seventh.
Another way?
2 sevenths + 1
seventh.
These are
equivalent forms
of 3 sevenths.
On your Problem
Set, find and talk
to your partner
about different
Page 6 of 8

Closure (Comments)

Closure
equivalent forms of your numbers.
S: 6 sevenths could be expressed as 3 sevenths +
3 sevenths or 3 times 2 sevenths. 9 sevenths can be
expressed as 1 + 2 sevenths. 7 fourths can be
expressed as 2 times 3 fourths + 1 fourth.
1 and 3 fourths can be expressed as 7 fourths. 32
sevenths can be expressed as
28 sevenths + 4 sevenths or 4 and 4 sevenths.
T: Im hearing you express these numbers in many
equivalent forms. Why do you think I chose to use the
tool of the number line in this lesson? Discuss this with
your partner. If you were the teacher of this lesson, why
might you use the number line?
S: (Discuss.)
T: When we were studying decimal place value, we saw
that 9 tenths + 3 tenths is equal to 12 tenths,
1 + 2 tenths, or 1 and 2 tenths.
T: Once more, please review the solution and number line
you made for Problem 4 about Mariselas ribbon. Discuss
the equivalence of 20 eighths and 2 and 4 eighths as it
relates to the number line.
S: (Discuss.)
T: Discuss the relationship of the equivalence of these
sums.
9 tenths + 3 tenths
= 12 tenths
=1+2
tenths

2
10 .

9 elevenths + 3 elevenths = 12 elevenths = 1 + 1

eleventh =

1
11 .

S: (Discuss.)
T: Yes, our place value system is another example of
equivalence.

Formative Evaluation
(Comments)

Formative evaluation

Differentiated instruction
(Comments)

Differentiated instruction

Homework(Comments)

Homework

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students understanding of the concepts that were presented in todays lesson and planning more
effectively for future lessons. The questions may be read aloud to the students

Flip Learning for Spanish Learning Students (LLE)

Videos

Even exercises in student worksheet

Continue working in Performance Task
Page 7 of 8

Reflection (Comments)

Reflection on praxis
Student still have difficulties with basic skills. Classroom interruptions affect ADD students. LLE students use
the language issue as an excuse, however, teacher is using more symbols and cognates as a common
ground. Time constraints is still a great problem. Objective is superficially acquire. Materials were provided
completely by the teacher, School does not have resources. Teacher will try to obtain tables and chairs for
differentiation. Teacher will take several workshops of webpages design to use as a supplementary tool.

Test items (Comments)

Test items

References

References
Aponte, G., Pagan, E, & Pons, F. (1998), Fundamentos de las
Matemticas Bsicas. Boston, MA: Addison Wesley.
Bittinger, Marvin L.; Beecher, J. A.; Ellenbogen, David; Penna, J. (1997)
Algebra for College Students. Addison Wesley, New York.
Blitzer, R. (2004). College Algebra. Second edition. New Jersey,
Prentice Hall.
College Board. (2014). Springboard PreAdvanced Plavcement. New
York, New York: Author.
Burrill, G & Cummins J. (1998). Geometra: Integracin, aplicaciones y
conexiones. Columbus Ohio: Glencoe
Collins, E. & Cuevas G. (1998). Algebra: Integracin, aplicaciones y
conexiones. Columbus Ohio: Glencoe
E. Hubbard and R. Robinson. (2002). Elementary and Intermediate
Algebra: Discovery and Visualization. NY, NY: Houghton Mifflin.
K. Elayn Martin-Gay (2014). Prealgebra and Introductory Algebra.
Boston, MA: Pearson: Prentice Hall
Larson, R.; Hostetler, R. (2004). Big Concepts Math. Boston, MA:. Houghton Mifflin
Larson, R.; Hostetler, R. (2004). Precalculus. Sixth Edition. Houghton
Mifflin, Boston.
Lial, Margaret, Hornsby, John, Schneider, David I., College Algebra and
Trigonometry. Second Edition. Addison Wesley, New York
Rubenstein, R., Craine, T. & Butts, T. (2002). Matemtica Integrada I, II,
III. Evanston, Illinois: Houghton-Mifflin
Sullivan, M. (2004). College Algebra. Seventh Edition. Prentice Hall,
New Jersey.
Sullivan, M. (2004). Precalculus. Seventh Edition. Prentice Hall, New
Jersey.

Page 8 of 8