Enhance 2 Lesson Plans

MATERIALS and SETTING

Materials: Pencil, internet connection, paper, two rulers, 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.

FOCUS ACTIVITY

The 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.

OBJECTIVE STATEMENT

(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.

INSTRUCTIONAL STEPS

Include:

Step by step instructions

Key points

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 those 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.

9.

Differentiated instructional strategies will be used to ensure that all the students understand the concept that is being taught in class. In this case, the instructor will use a mini activity lesson. The students will be asked to have two identical rulers. They will be asked to ensure that the ruler touches each other at their zero-mark. They will be asked to label the ruler on the left negative and to label the rule on the right positive. Since the rulers are identical, the students will understand the concept of the number line more easily. They will be asked to count the same spaces to the right and left of the touching point of the two rulers to identify the opposite numbers. This instructional strategy will ensure that the students understand the concept of opposite numbers more effectively as they will be doing the exercise practically.

All the students will start with the ruler. Some will use smaller numbers where they can prove the distance to zero, and the advanced students will receive higher numbers and decimals as well. Eventually all students will be introduced to positive and negative decimals inside the absolute value.

The instructor will clarify any questions that the students will be having during the exercise.

LITERACY STRATEGIES USED

Review of terms and solving of complex problems through the use of real-life examples.

Another literacy strategy that will be used is to ensure that the students understand all the vocabulary that is used in the topic. That will make them understand the concept easily and differentiate between the different concepts that have been taught.

The instructor will also begin by reminding the students what was learned previously. That will enable the students to understand the concept being taught more easily thus making the students ready to learn the next concept that will be taught.

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.

The instructor will use a video to ensure that the students understand the concepts that are being taught in the class. Additionally, the instructor will provide several links to YouTube that the students will use to view videos of the concept that has been taught in class to promote their understanding. The use of technology will ensure that the students understand the concepts being taught in class well.

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)

MODIFICATIONS/ACCOMMODATIONS

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.

RETEACH/EXTENSION

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.

CLOSURE

Review:

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.