Download Lesson Plan Template - Trousdale County Schools

Trousdale County Schools Focused Lesson Plan 2015-16
Teacher: Ashley Ewen
Unit Name: Rational Numbers
Unit #: 4
Unit Length: 5 Weeks
Week:
Subject:
01/05/2015 – 01/08/2015
Week __1_ of ___5___
Mathematics
Tennessee State Standard(s) to be taught: (Write the entire standard)
N.S. 5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
N.S.6. a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the
opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. N.S.6. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of
integers and other rational numbers on a coordinate plane N.S. 7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example,
interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 express the fact that
o
o
–3 C is warmer than –7 C. C > –7 C to
c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for
a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the
size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than -30
dollars represents a debt greater than 30 dollars.
I Can Statements:
I can identify opposites
I can determine absolute value
I can determine statements of inequalities
I can identify integers on a number line.
Accommodations for students, both regular and special populations:
 Following individual IEPs and growth plans.
 RTI and mathematics coaching is available, as needed.
 Partner mentoring will be used during guided instruction.
 Weekly after school mathematics coaching is offered on Tuesday.
 Additional time will be given on assignments and assessments, as needed.
 Small group remediation during station rotation, as time permits.
 Preferential seating is used to accommodate students with visual, hearing, and behavior modifications.
 Homework is modified to fit the individual and group needs, as necessary.
Unit Vocabulary:
1. Absolute Value
4. Number Line
2. Inequality
5. Opposites
Daily Agenda
3. Integers
6. Rational Number
Resources, Technology, Formative and/or Summative Assessments,
Assignments, and a Daily Activity for citing text based evidence in
conversations and/or writing
No School
Tuesday: Representing Situations using Integers
 Bell ringer: MICA Time
 Vocabulary
 Guided Practice: TN Ready Textbook pages 112-117
 Independent Practice: TN Ready Workbook pages 123-124
 Small Group: Q2 Critique
 Exit Ticket
Wednesday: Determining Absolute Value
 Bell ringer:
 Homework Check
 Vocabulary
 Guided Practice: TN Ready Textbook pages 119-123
 Independent Practice: TN Ready Workbook pages 129-130
 Small Group: Q2 Critique
 Exit Ticket
Teacher Created PowerPoint and Notes (Formal Instruction)
Textbook Chapter 7 (Independent Practice)
TN Ready Instruction Book Unit 2 (Guided Instruction)
TN Ready Practice Book Unit 2 (Guided Practice)
Infinite Pre-Algebra (Partner Work)
MIST Grade 6 Practice Items
MICA Time Grades 5-7 Practice Items
PARCC Grade 6 Practice Items
Bell Ringer (Formative Assessment and Citing Evidence)
Partner/Group work activity (Guided Practice)
Exit Ticket (Formative Assessment)
Homework (Independent Practice)
Teacher Created PowerPoint and Notes (Formal Instruction)
Textbook Chapter 7 (Independent Practice)
TN Ready Instruction Book Unit 2 (Guided Instruction)
TN Ready Practice Book Unit 2 (Guided Practice)
Infinite Pre-Algebra (Partner Work)
MIST Grade 6 Practice Items
MICA Time Grades 5-7 Practice Items
PARCC Grade 6 Practice Items
Bell Ringer (Formative Assessment and Citing Evidence)
Partner/Group work activity (Guided Practice)
Exit Ticket (Formative Assessment)
Homework (Independent Practice)
Thursday: Determine Statements of Inequalities
 Bell ringer: MICA Time
 Homework Check
 Vocabulary
 Guided Practice: TN Ready Textbook pages 124-125
 Independent Practice: TN Ready Workbook pages 131-134
 Small Group: Q2 Critique
 Exit Ticket
Friday: Identify Rational Numbers on a Number Line
 Bell ringer:
 Homework Check
 Vocabulary
 Guided Practice: TN Ready Textbook pages 126-127
 Independent Practice: TN Ready Workbook pages 135-136
 Small Group: Q2 Critique
Exit Ticket
Teacher Created PowerPoint and Notes (Formal Instruction)
Textbook Chapter 7 (Independent Practice)
TN Ready Instruction Book Unit 2 (Guided Instruction)
TN Ready Practice Book Unit 2 (Guided Practice)
Infinite Pre-Algebra (Partner Work)
MIST Grade 6 Practice Items
MICA Time Grades 5-7 Practice Items
PARCC Grade 6 Practice Items
Bell Ringer (Formative Assessment and Citing Evidence)
Partner/Group work activity (Guided Practice)
Exit Ticket (Formative Assessment)
Homework (Independent Practice)
Teacher Created PowerPoint and Notes (Formal Instruction)
Textbook Chapter 7 (Independent Practice)
TN Ready Instruction Book Unit 2 (Guided Instruction)
TN Ready Practice Book Unit 2 (Guided Practice)
Infinite Pre-Algebra (Partner Work)
MIST Grade 6 Practice Items
MICA Time Grades 5-7 Practice Items
PARCC Grade 6 Practice Items
Bell Ringer (Formative Assessment and Citing Evidence)
Partner/Group work activity (Guided Practice)
Exit Ticket (Formative Assessment)
Homework (Independent Practice)