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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)