TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |7 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Rational Number Rearrangement |

|Lesson TOPIC: |Comparing and Ordering Rational Numbers |

| | |

|TAKS Objective: |Objective 1: |

| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|

|FoCUS TEKS and Student Expectation: |Number, operation, and quantitative reasoning. The student represents and uses numbers in a |

| |variety of equivalent forms. The student is expected to: |

| |(A) compare and order integers and positive rational numbers |

|Supporting TEKS and Student Expectations: |(1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a|

| |variety of equivalent forms. The student is expected to: |

| |(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with |

| |a calculator |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Rational numbers are whole numbers, fractions, and decimals ~ the numbers we use in our daily lives. |

|Rational numbers | |

| |A fraction is a number that expresses part of a whole. It contains a numerator and denominator. |

|Fractions | |

| |A decimal is a number that uses place value and a decimal point to show tenths, hundredths, |

|Decimals |thousandths, and so on. |

| |Ordering means placing items from greatest to least, or least to greatest. |

|Ordering | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

After students enter the room and are seated, the teacher will put his/her age on the board. (Ex: I am ___ years old.) Discuss how to calculate the fractional part of your age in months. (Ex: 35 1/12 ) Have each student on scratch paper calculate how old they are, including the fractional part of their age.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Teacher will review steps to calculate fractional parts and convert to decimals. Discuss which way is easiest to calculate least to greatest, using fractions or decimals. Have students convert their fractions to decimals. Students will then discuss their age answer with a partner ~ explaining how they calculated their answer. After the class has agreed that the calculated answers are correct, the teacher will select one student to stand at the front of the room. This student will be the starting point for individual students to come up and stand in the order from least to greatest age. Teacher may ask questions like, “Where would Kelly stand, to the right or left of Cliff? Why?” Continue this process until all students are in order from least to greatest.

C. Guided activity or strategy

Teacher will monitor students as they place themselves in order, reinforcing how to order rational numbers. All students should be on task, as they do not know who will be called upon next. After all students are in place, discuss again how to order from least to greatest, greatest to least. (You may even want them to switch from greatest to least.) After students return to their seat, hand out the Rational Number Rearrangement worksheet.

D. Accommodations/modifications

Students requiring modifications can check answers/process with a partner during the instructional activity.

E. Enrichment

Students requiring enrichment may reteach the conversion process to a peer requiring modifications during the instructional activity.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Rational Number Rearrangement worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Students will be graded on the Rational Number Rearrangement worksheet individually.

B. Rubrics/grading criteria

A grade may be taken based on the Rational Number Rearrangement Rubric/Answer Key.

C. Accommodations/modifications

Students requiring modifications may work with a peer while working on Rational Number Rearrangement worksheet if necessary.

D. Enrichment

E. Sample discussion questions

• In what real world experience do you use ordering?

• Do you prefer to order using fractions or decimals? Why?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how comparing and ordering rational numbers may look in test format by placing the TAKS questions below on the overhead/board.

B. Sample TAKS question

1. An electrician has been working at 4 customer sites. He has completed 1/2, 1/4, 1/8, and 3/4 of his work at the sites. Which list shows the percent of work completed at the sites in order from greatest to least?

F. 12.5%, 25%, 50%, 75%

G. 0.75%, 0.125%, 0.25%, 0.50%

H. 75%, 50%, 25%, 12.5%

J. 25%, 50%, 75%, 125%

V. Key Vocabulary

Rational numbers, fractions, decimals, ordering

VI. Resources

A. Textbook

Math Advantage, Middle School II

Chapter 1: Making Number Connections

• Understanding Rational Numbers, pp. 20-21

B. Supplementary materials

• Rational Number Rearrangement worksheet

• Rational Number Rearrangement Rubric/Answer Key

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

• Students could go to the computer lab to utilize Excel to place rational numbers in order from least to greatest and greatest to least.

VIII. Teacher Notes

• Students can utilize the website below for additional ordering practice:



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