TEXAS TEACHERS LESSON PLAN FORMAT
NAME: Efrain Rivera SUBJECT/GRADE: 6th Grade Math
TEKS: 6.2(B) Identify a number, its opposite, and its absolute value.
Today the learner will be able to identity a number, its opposite, and its absolute value. The learner will use know to use a number line when necessary. They will also be familiar with the vocabulary that instructs them to find an opposite or absolute value of a number.
ASSESSMENT: Given two challenges, the learner will be able to identify a number, its opposite, and its absolute value. The Demonstration of Learning will be two questions at the end of class. The Assessment will be given in Google Classroom in a Google Form. The learner is required to submit the form by the end of class.
MATERIALS and SETTING
Materials: Pencil, internet connection, paper, computer access to join Zoom meeting of teacher. White board and dry-erase marker are also an option to draw necessary visuals.
KEY VOCABULARY and ACADEMIC LANGUAGE
Key Vocabulary: Opposite number, negative, positive, positive number line, zero, absolute value, direction.
The main focus activity will be on learning the opposite of an integer and the absolute value of that integer. We will draw our number lines and look for the integer. We will then find our absolute value and the opposite. After we review this, we will get together with our elbow partner and practice some problems given by the teacher.
CONNECTION TO PRIOR LEARNING
Students will review the previous knowledge of the number line and the location of positive and negative numbers that has been taught in the past two weeks. We have an option of drawing a vertical or horizontal, both of which we have reviewed before.
(including a performance behavior)
Students will continue to study the concept of absolute value and opposite numbers. The students will complete the problems given by the instructor to assess the understanding levels in an acceptable and respectful manner.
PURPOSE OF LEARNING
The students need to know the main concept of absolute value and opposite that will enable them to solve more complex problems in the future. Absolute value is a concept of distance, which we will expand on in Math and Science classes.
Step by step instructions
Directions to give
1. Teacher reviews problem from the previous day. This is based on the number line and simplifying expressions. This is a similar problem that was given the day before, used to refresh the memory of the student and guide them to the new learning.
2. Review the problem and go over any misconception.
3. Introduction to new ideas, definition of purpose, outlines the objective.
3. Introduce new concepts or methods. This can be achieved by showing a video tutorial of the process. Here the teacher will show a video of the absolute value of a few numbers and how they are drawn on the number line. We will also review opposites of rational numbers including fractions, decimals, negatives, and positives.
4. The teacher would also bring up the concept of opposites and the idea of them having the same absolute value. They are the same distance from zero, thus making them opposites.
5. The next step would be an example problem by the teacher.
6. The next step would be a problem that that students do with the teacher. I would ask for volunteers and cold call students.
7. The next step would be for the students to team up and solve a problem in a group.
8. The next step would be the student to show a demonstration of learning. We will give a Google form for the students to fill out.
LITERACY STRATEGIES USED
Review of terms and solving of complex problems through the use of real-life examples.
STUDENT USE OF TECHNOLOGY
Students are required to know how to use technology, and this will enable them to be able to attend the class effectively. We will be on zoom so they students are able to draw on their device with the annotation tool. This allows them to display their thinking to the entire class at once.
6 QUESTIONS FOR UNDERSTANDING
1 per Bloom’s Level; Identify levels of Blooms
Questions should increase in complexity as lesson progresses
1. How do we create a number line? (Remembering)
2. What are the steps used in finding absolute value and opposites? (Understand)
3. How can we draw the concept of absolute value on a number line? (Apply)
4. Are there any materials that might aid in the understanding of the absolute values? (Analyze)
5. What is the usefulness of the concept of absolute value and usefulness of opposites? (Evaluate)
6. How can we check the and make sure the next class understands the concepts we have learned today? (Create)
Students will be required to still engage in the steps that they are familiar with. For example, when dividing or multiplying numbers after they have been set up for that step.
There are many EL students in the class, it may be necessary to translate any misunderstood concepts.
The teacher can reteach or extend the lesson if the students did not understand the concept clearly in the class. This extension can be added after the We Do problem. We can go back to a reteach or move forward to the You Do.
Connect to future learning:
At the ends of the lesson, the teacher will connect ideas, concepts and skills together with the lesson objectives. Also, the teacher will discuss the usefulness of what was studied. We will also take a few minutes to look forward to the next day.
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