This document outlines a unit on properties of real numbers that will be taught over 6 lessons. The unit goals are for students to order rational and irrational numbers, apply properties of real numbers, and develop probability models. Key questions for each lesson are provided. Assessment will include classwork, homework, quizzes and a test. Lessons will use strategies like precision, reasoning, and collaboration. Daily lessons are described in stages including goals, assessments, and learning plans.
This document outlines a unit on properties of real numbers that will be taught over 6 lessons. The unit goals are for students to order rational and irrational numbers, apply properties of real numbers, and develop probability models. Key questions for each lesson are provided. Assessment will include classwork, homework, quizzes and a test. Lessons will use strategies like precision, reasoning, and collaboration. Daily lessons are described in stages including goals, assessments, and learning plans.
This document outlines a unit on properties of real numbers that will be taught over 6 lessons. The unit goals are for students to order rational and irrational numbers, apply properties of real numbers, and develop probability models. Key questions for each lesson are provided. Assessment will include classwork, homework, quizzes and a test. Lessons will use strategies like precision, reasoning, and collaboration. Daily lessons are described in stages including goals, assessments, and learning plans.
This document outlines a unit on properties of real numbers that will be taught over 6 lessons. The unit goals are for students to order rational and irrational numbers, apply properties of real numbers, and develop probability models. Key questions for each lesson are provided. Assessment will include classwork, homework, quizzes and a test. Lessons will use strategies like precision, reasoning, and collaboration. Daily lessons are described in stages including goals, assessments, and learning plans.
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A.
Mandell
Unit 2: Properties of Real Numbers
DCRHS
UNIT 2 STAGE 1- DESIRED RESULTS UNIT TITLE: Properties of Real Numbers
LEARNING GOALS (Measurement Topics/Benchmarks):
Lesson 2.1- Order rational and irrational numbers; Calculate and use basic absolute value. Lesson 2.2/2.3- Apply Properties of real numbers; Use properties of rational numbers; Use properties of integers. Lesson 2.5- Apply Properties of real numbers; Use properties of rational numbers. Lesson 2.6- Apply Properties of real numbers. Lesson 2.7- Apply Properties of real numbers; Use properties of rational numbers. Lesson 2.8- Develop a uniform and non-uniform probability model.
ESSENTIAL QUESTIONS: 2.1: When does a number have a positive absolute value and a negative opposite? 2.2: Without adding, how can you tell if the sum of two numbers will be positive, negative, or zero? 2.3: How are addition and subtraction of integers related? 2.5: Suppose you have a product of several nonzero factors. How can you determine if the product will be positive or negative? 2.6: What are two uses of the distributive property? Give an example of each. Does the distributive property hold for division? 2.7: What is the difference between the reciprocal of a number and the opposite of a number? Why are the rules for finding the sign of a quotient the same as the rules for finding the sign of a product? 2.8: Give an example of an event that would have a probability of 0 and one that would have a probability of 0.75.
THINKING STRATEGIES Precision and Accuracy Complex Reasoning Strategies o Comparing o Classifying
LIFELONG LEARNING BEHAVIORS
Persistence Teamwork and Collaboration
A. Mandell
Unit 2: Properties of Real Numbers
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STAGE 2- ASSESSMENT EVIDENCE
PERFORMANCE TASKS (How will students demonstrate their learning?): The following assessments will be utilized to assess the objectives from every lesson: assisted, response cards, classwork, homework, quiz (2.1-2.3, 2.5-2.6, 2.7-2.8), chapter 2 test.
Lesson 2.1: KWL chart, Number line activity, White Boards, Pair Journal, Exit Ticket Lesson 2.2/2.3: Puzzle Activity, Team Race, Sticky note summarizer Lesson 2.5: Team Teach Lesson 2.6: Math Dice Lesson 2.7: Be the teacher Lesson 2.8: KWL, Coin activity, Exit Ticket
OTHER EVIDENCE: Participation in Class Nonverbal responses Verbal Responses KEY CRITERIA: Correct processes Accurate solutions Teamwork and writing rubrics STAGE 3- LEARNING PLAN OVERVIEW (Listing of Daily Lesson Titles): 1. 2.1: The Real Number Line 2. 2.2/2.3: Addition and Subtraction of Real Numbers 3. 2.5: Multiplication of Real Numbers 4. 2.6: The Distributive Property 5. 2.7: Division of Real Numbers 6. 2.8: Probability and Odds
A. Mandell
Stage 1: Desired Results
Unit 2: Properties of Real Numbers
DCRHS
Lesson Title: 2.1 The Real Number Line
Essential Question(s): When does a number have a positive absolute value and a negative opposite? Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT graph and compare real numbers independently and collectively using a number line. SWBAT identify the opposite and absolute value of a number. Curriculum benchmark(s) to which learning goal is aligned: 09.NCP.b.2: Order rational and irrational numbers 09.NCP.a.1: Calculate and use basic absolute value
Stage 2: Assessment Evidence
Thinking Strategy or Lifelong learning Behavior:
Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability Assessment: Formative 1. Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. 2. KWL: After the warm up, the teacher will introduce the idea of the real number line. The students will all have sticky notes, 3 different colors (1 for each column). On the sticky notes they will write what they know about Real numbers and a number line for the K column and what they want to know or questions they have for the W column. The L column will be completed as an exit ticket. 3. Number line activity: After notes, each student receives a number. As a class they have to work together to get in increasing order as they would see on a number line. 4. White Boards: To practice finding opposites and absolute value, we will use individual whiteboards to check for understanding. I will give them a number or numbers with an operation and tell them to write the opposite or the absolute value. Summative 1. Pair Journal: The students will find a partner from the number line activity and in their own journal, they are to compare their number to their partners number using symbols and written explanation in two different ways. 2. Exit Ticket: Students will write what they have learned about the number line and real numbers on a stick note. They will place their sticky notes in the L Column of
A. Mandell
Unit 2: Properties of Real Numbers
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Stage 3: Learning Plan
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the KWL chart. They will also be able to add sticky notes expressing what they still want to know or what they are having a hard time grasping in the W column. Classwork: Students will work on a set of problems in small groups. Homework: Students will have a set of problems to complete at home. Quiz: After lesson 2.3, the students will complete a quiz over the objectives 2.1-2.3. Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
Lesson Agenda a. Warm-up b. KWL c. Number Line Notes d. Number Line Activity e. Pair Journal f. Absolute Value Notes g. Whiteboards h. Classwork i. Exit ticket Lesson Description a. Activator: The teacher will activate the lesson by using a KWL chart b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals. iv. Students will work in pairs and groups. v. Students will participate in a kinesthetic activity to gain understanding of the number line. vi. Students will practice the material on white boards under the teachers direction. c. Summarizer: i. As an exit ticket, the students will show what they have learned at the end of the lesson by adding a sticky note to the L column of the KWL chart. They will also be able to add sticky notes to the W column listing what they still want to know or what they need more help with.
A. Mandell
Stage 1: Desired Results
Unit 2: Properties of Real Numbers
DCRHS
Lesson Title: 2.2/2.3 Addition and Subtraction of Real Numbers
Essential Question(s): Without adding, how can you tell if the sum of two numbers will be positive, negative, or zero? How are addition and subtraction of integers related? Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT add and subtract real numbers the number line and addition rules. SWBAT use addition and subtraction of real numbers to solve real-life problems. Curriculum benchmark(s) to which learning goal is aligned: 09.NCP.a.2 Use properties of integers. 09.NCP.a.3 Use properties of rational numbers. 09.NCP.b.1 Apply Properties of real numbers.
Thinking Strategy or Lifelong learning Behavior:
Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability Stage 2: Assessment Evidence
Assessment: Formative Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. Puzzle Activity: Students will complete a puzzle that requires them to find the sum of integers in order to complete the puzzle. Team Race: The class will be split into two teams and they will race one another in solving addition and subtraction problems involving real numbers. Sticky note summarizer: Students will solve an addition or subtraction problem on a sticky note and graph the solution on a number line as the exit class. Summative Classwork: Students will work on a set of problems individually or in small groups. Homework: Students will have a set of problems to complete at home. Quiz: After lesson 2.3, the students will complete a quiz over the objectives 2.1-2.3 Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
A. Mandell Stage 3: Learning Plan
Unit 2: Properties of Real Numbers
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Lesson Agenda d. 1st Period i. Warm-up ii. HW Review iii. Notes iv. Puzzle v. Classwork e. 2nd Period i. Warm-up ii. Notes iii. Classwork iv. Team Race v. Sticky Notes Lesson Description a. Activator: The teacher will activate the lesson by asking questions to activate the students prior knowledge and check for the current understanding. b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals. iv. Students will work in pairs and groups. v. Students will practice in a competitive setting. c. Summarizer: About 5 minutes before class ends the students will receive a post-it note with an addition or subtraction problem on it. They are to solve the problem, write the answer on the sticky note, and place it on its proper place on the number line on the board as they walk out of class. They will write their names on the back of the sticky note and I will take a picture of the board to assess if the students were correct in their operations and graphing.
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Stage 1: Desired Results
Unit 2: Properties of Real Numbers
DCRHS
Lesson Title: 2.5 Multiplying Real Numbers
Essential Question(s): Suppose you have a product of several nonzero factors. How can you determine if the product will be positive or negative? Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT multiply real numbers using the properties of multiplication. SWBAT solve real-life problems using multiplication. Curriculum benchmark(s) to which learning goal is aligned: 09.NCP.a.3 Use properties of rational numbers. 09.NCP.b.1 Apply Properties of real numbers.
Thinking Strategy or Lifelong learning Behavior:
Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability Stage 2: Assessment Evidence
Assessment: Formative Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. Team Teach: Students will be paired up and will work on a different problem from one another individually. Then, they will take turns explaining the steps they took to solve their problem and will answer any questions their partner has. Summative Classwork: Students will work on a set of problems individually or in small groups. Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms. Homework: Students will have a set of problems to complete at home. Quiz: After lesson 2.6, the students will complete a quiz over the objectives 2.5-2.6. Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
A. Mandell Stage 3: Learning Plan
Unit 2: Properties of Real Numbers
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Lesson Agenda d. 1st Period i. Warm-up ii. HW Review iii. Notes iv. Team Teach e. 2nd Period i. Group Classwork Lesson Description a. Activator: The teacher will activate the lesson by asking questions to activate the students prior knowledge and check for the current understanding. b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals. iv. Students will work in pairs and groups. c. Summarizer: Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms.
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Stage 1: Desired Results
Unit 2: Properties of Real Numbers
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Lesson Title: 2.6 The Distributive Property
Essential Question(s): What are two uses of the distributive property? Give an example of each. Does the distributive property hold for division? Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT apply the distributive property SWBAT simplify expressions by combining like terms. Curriculum benchmark(s) to which learning goal is aligned: 09.NCP.b.1 Apply Properties of real numbers.
Thinking Strategy or Lifelong learning Behavior:
Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability Stage 2: Assessment Evidence
Assessment: Formative Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. Combo Meals: Using images, we will create an order of food which we will multiply by a number to make a total order for a group of people. Math Dice: As a class, we will roll dice to create expressions and the students will use their whiteboards to simply the expressions by combining like terms. Summative Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms. Classwork: Students will work on a set of problems individually or in small groups. Homework: Students will have a set of problems to complete at home. Quiz: After lesson 2.6, the students will complete a quiz over the objectives 2.4-2.6. Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
A. Mandell Stage 3: Learning Plan
Unit 2: Properties of Real Numbers
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Lesson Agenda d. 1st Period i. Warm-up ii. HW Review iii. Notes iv. Math Dice e. 2nd Period i. Group Classwork Lesson Description a. Activator: The teacher will activate the lesson by asking questions to activate the students prior knowledge and check for the current understanding. b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals iv. The teacher will use visual representation of the distributive property. v. The teacher will lead a guided practice activity in combining liketerms. vi. Students will work in pairs and groups. c. Summarizer: Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms.
A. Mandell
Stage 1: Desired Results
Unit 2: Properties of Real Numbers
DCRHS
Lesson Title: 2.7 Division of Real Numbers
Essential Question(s): What is the difference between the reciprocal of a number and the opposite of a number? Why are the rules for finding the sign of a quotient the same as the rules for finding the sign of a product? Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT divide real numbers. SWBAT use division to simplify algebraic expressions. Curriculum benchmark(s) to which learning goal is aligned: 09.NCP.a.3 Use properties of rational numbers. 09.NCP.b.1 Apply Properties of real numbers. Thinking Strategy or Lifelong learning Behavior: Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability
Stage 2: Assessment Evidence
Assessment: Formative Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. Be the teacher: Students are placed in groups of 3. Each group has a different problem than the other groups that they are working on. When all groups complete their problems, they each will present the problem and answer to the class. All of the other groups must record the presented problems and ask any questions they may have. Summative Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms. Classwork: Students will work on a set of problems individually or in small groups. Homework: Students will have a set of problems to complete at home. Quiz: After lesson 2.8, the students will complete a quiz over the objectives 2.7-2.8. Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
A. Mandell Stage 3: Learning Plan
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Unit 2: Properties of Real Numbers
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Lesson Agenda d. 1st Period i. Warm-up ii. Notes iii. Be the teacher e. 2nd Period i. Group Classwork Lesson Description a. Activator: The teacher will activate the lesson by asking questions to activate the students prior knowledge and check for the current understanding. b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals. iv. The teacher will lead a guided practice activity in combining liketerms. v. Students will work in pairs and groups. c. Summarizer: Exit ticket: Students will complete an exit ticket to demonstrate their understanding of the distributive property and combining like terms.
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Stage 1: Desired Results
Unit 2: Properties of Real Numbers
DCRHS
Lesson Title: 2.8 Probability and Odds
Essential Question(s): Give an example of an event that would have a probability of 0 and one that would have a probability of 0.75. Allotted Time: Two 50 minute class periods. Learning Goal(s): SWBAT find the probability of an event. SWBAT find the odds of an event. Curriculum benchmark(s) to which learning goal is aligned: 09.PSD.c.2 Develop a uniform and non-uniform probability model. Thinking Strategy or Lifelong learning Behavior: Precision and Accuracy Complex Reasoning Strategies Comparing Classifying Constructing Support Analyzing Perspectives Persistence Teamwork and Collaboration Initiative and Self-Direction Productivity and Accountability
Stage 2: Assessment Evidence
Assessment: Formative Assisted Response Cards: Check for understanding as we go over the warm up using their cards to see who agrees, disagrees, or is confused with each problem. KWL: After the warm up, the teacher will introduce the idea of probability and odds. The students will all have sticky notes, 3 different colors (1 for each column). On the sticky notes they will write what they know about probability and odds for the K column and what they want to know or questions they have for the W column. The L column will be completed as an exit ticket. Coin activity: The students will practice finding experimental probability and theoretical probability. They will work in groups of three. Each student will receive a two sided coin. They are to find the experimental probability of getting three tails if the three coins are tossed 20 times. We will then combine our results as a class and compare them to the theoretical probability. Summative Exit Ticket: Students will write what they have learned about probability and odds on a stick note. They will place their sticky notes in the L Column of the KWL chart. They will also be able to add sticky notes expressing what they still want to know or what they are having a hard time grasping in the W column. Classwork: Students will work on a set of problems individually or in small groups.
A. Mandell
Unit 2: Properties of Real Numbers
Stage 3: Learning Plan
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Homework: Students will have a set of problems to complete at home.
Quiz: After lesson 2.8, the students will complete a quiz over the objectives 2.7-2.8 Chapter 2 test: After lesson 2.8, students will complete a test over the objectives in chapter 2.
Lesson Agenda d. 1st Period i. Warm-up ii. HW Check iii. KWL iv. Notes v. Coin Activity nd e. 2 Period i. Group Classwork Lesson Description a. Activator: The teacher will activate the lesson by using a KWL chart to activate the students prior knowledge and check for the current understanding. b. Instructional Strategies/Engagement and Procession Opportunities: i. The teacher activates the students prior knowledge. ii. The teacher will provide guided notes. iii. The teacher will model the learning goals. iv. The teacher will lead a guided practice activity in combining liketerms. v. Students will work in pairs and groups. c. Summarizer: As an exit ticket, the students will show what they have learned at the end of the lesson by adding a sticky note to the L column of the KWL chart. They will also be able to add sticky notes to the W column listing what they still want to know or what they need more help with.
Math Fluency Activities for K–2 Teachers: Fun Classroom Games That Teach Basic Math Facts, Promote Number Sense, and Create Engaging and Meaningful Practice
Math Fluency Activities for K–2 Teachers: Fun Classroom Games That Teach Basic Math Facts, Promote Number Sense, and Create Engaging and Meaningful Practice
