2 Math Lesson Plans Created
6.2(B) Absolute Value and Opposites. Mr. Rivera 6th Grade Math
Lesson Title: 6.2(B) Absolute Value and Opposites 10/14/20 Learning Objective(s): Absolute Value and Opposite Numbers:
The student is expected to identify a number, the opposite of that
number, and the absolute value of that number.
Materials: Pencil, paper, computer access
Topic Source (page numbers): 6.2(B) Key Vocabulary: Opposite number, negative, positive,
number line, zero, absolute value
Prerequisite / Background Knowledge: Knowledge of the number
line. The location of negative numbers and positive numbers in
relation to zero.
Teacher Actions Student Actions
Do Now (5 – 10 minutes) – Teacher reviews problem from the
previous day. This is based on the number line and simplifying
expressions. Review the problem and go over any misconception.
Introduction (15-20 minutes): Introduction to new ideas,
definition of purpose, outline the objective.
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. The teacher would also bring up the concept of Opposites and the
idea of them having the same absolute value.
Students are given access to Pear Deck. Interactive software
allows the students to give answers.
Students take notes while the video is playing, as well as when
the new information is being broken down by the teacher. The
teacher may ask to view the notes. The students would then show their notes on the camera.
Guided Practice (2minutes): Includes questioning tactics,
engagement strategies and feedback methods
Teacher introduces the I DO problem. A problem that is worked
out by the teacher showing the methods just introduced.
Teacher demonstrates a real-life scenario problem about a person
looking for a number based on their opposite and absolute value.
It’s a reverse problem that makes the student work backwards, a
useful skill in problem-solving.
Students repeat the example problems along with the teacher. Although this is the I DO example problem, the students should
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.
Monitor: checks for understanding- formative assessments
There is a moment where the teacher checks for understanding by
having all students acknowledge their progress.
Monitor and gauge the students understanding. Poll the
classroom for answers and continuously ask questions of their
understanding. Students should respond by audio or by chat.
Adjust / re-teach / additional practice (15 minutes):
If needed, teacher walks through another example. The second
example is the WE DO. The We DO problem is completed in
small groups. They are given a set amount of time and return with
their answer after talking to their peers.
Review the We DO and any material that is not understood.
Additional examples as needed. Re-teach as needed using a
different approach or slower pace.
Independent practice:
Students are given independent questions based on the lesson
objective.
Students are given the Independent Assignment for the day.
Closure and Exit Ticket (5-10 minutes): connect ideas, concepts, and skills together and with lesson objectives
Teacher discusses the usefulness of what they have just learned.
The teacher also explains the Exit Ticket. There are two problems on the Demonstration Of Learning this day. The students must
complete both questions and show their work on the camera to leave. There is also independent practice given for the homework
on Google Classroom.