pr2015 mat 1419 sept 18 22 lmv guÍa semanal del maestro lmv.docx

8/20/2019 PR2015 Mat 1419 Sept 18 22 LMV GUÍA SEMANAL DEL MAESTRO LMV.docx

http://slidepdf.com/reader/full/pr2015-mat-1419-sept-18-22-lmv-guia-semanal-del-maestro-lmvdocx 1/4

WEEKLY GUIDMAT 131-1419: MATHEMATIC

Leonardo Torres Pagan, P

UNIT Fun!"ons and !he"r re#resen!a!"ons Date Augus! , 1$ !o %% %&4

Lesso

n

Functions and relations Groups 11-1

DAY MONDAY 18 WEDNEDAY !" F#IDAY %

T$e%e &artesian 'lane Functions and relations Functions c$aracteristics

tandards A.P'.11.%.1: De!er("nes !he do(a"n and range o) )un!"o*ased on "!s d"+eren! re#resen!a!"ons.

De(t$ o)

Kno*led+e

'ea

'e#rodu!"on

S!ra!eg" Th"n"ng 'ea

'e#rodu!"on

S!ra!eg" Th"n"ng 'ea

'e#rodu!"on

S!ra!eg" Th"n"n

S"s Cone#!s E/!ended

Th"n"ng


Th"n"ng


Th"n"ng(eci,c

o.ecti/es

At the end of the learning experiences of this day, the students will:

• Locate a point in the rectangular plane

• Interpret a point in the real context

At the end of the learning experiences of this day, the students will

• Determine whether a relation it’s a function

• Identify the independent and the dependent variable

• Evaluate functions

• se the f!x" notation

• #iven a table of value, draw a graph in the $artesian plane

At the end of the learning experiences of this day, the students w

• %ind the domain and range of a function

&once(tsand s0ills

&ectangular plane !Locate points, 'uadrants, axis, origin" %unctions and relation( )ultiple representations !&ecogni*efunctions, use function notation, evaluate functions +

Domain and range !Determine the domain and the range of afunctions in ALL representations"

Assess%entCons"s!en!0 aade(" )oused,)reuen! h"gh ua"!0, s#e"2,!"(e0, h"gh ua"!0 rea!es !oesson o*e!"e5su*-o*e!"e6

#ro(#!s s!uden! !h"n"ng6assesses #rogress6

"nd""dua"7ed ar"ed

E/"! shee!Dar 5 So)! 8ue ardSu((ar"7e

Acade%ic

trate+

$urricular integration( echnology $urricular integration( echnology $urricular integration( echnology



D i 2 e r e n t i a t e d

I n s t r u c t i o n

LLE1 -ord wall: &e'uire students to use words from the -ord -all in their writing and to refer to the

-ord -all to find correct spellings( Leveled 'uestions( .tudent /ournals( )ath glossary( English

wor0sheets( &ead clearly and slowly( se motions, gestures, and facial expressions to

communicate( )odel appropriate nonverbal feedbac0 for students( -or0 in a group or with a

partner as0ing and answering 'uestions about a current event or boo0( Listen to English movies(

&eplace an academic language word with a social language word to aid in understanding and

building new vocabulary( Allow student to choose topics and partners( 1referred seating(

$omplete a monitoring and self2evaluation chart( 1re2teach vocabulary using visuals( 1air words

with pictures( 1lace math symbols on a sheet( Encourage the use of math symbols( se math

cognates( se color mar0er to highlight 0ey words( Allow students to nonverbally act out words

to help them process vocabulary without having to spea0( 1romote structured and appropriate

discussion that re'uires students to utili*e words from -ord -all in their verbal responses( -rite

simple sentences to answer 'uestions( $ombine written language with corresponding visuals

whenever possible( 1rovide a text that is challenging but engaging, focusing not only on

vocabulary, but also on grammatical concepts( Student Response Boards: Allow students to wor0

in pairs if they need more support or accept pictures as correct answers instead of written

language(

-ord wall: &e'uire students to use words from the -ord -all in their writing and to refer to

the -ord -all to find correct spellings( Leveled 'uestions( .tudent /ournals( )ath

glossary( English wor0sheets( &ead clearly and slowly( se motions, gestures, and facial

expressions to communicate( )odel appropriate nonverbal feedbac0 for students( -or0 in

a group or with a partner as0ing and answering 'uestions about a current event or boo0(

Listen to English movies( &eplace an academic language word with a social language

word to aid in understanding and building new vocabulary( Allow student to choose topics

and partners( 1referred seating( $omplete a monitoring and self2evaluation chart( 1re2

teach vocabulary using visuals( 1air words with pictures( 1lace math symbols on a sheet(

Encourage the use of math symbols( se math cognates( se color mar0er to highlight

0ey words( Allow students to nonverbally act out words to help them process vocabulary

without having to spea0( 1romote structured and appropriate discussion that re'uires

students to utili*e words from -ord -all in their verbal responses( -rite simple sentences

to answer 'uestions( $ombine written language with corresponding visuals whenever

possible( 1rovide a text that is challenging but engaging, focusing not only on vocabulary,

but also on grammatical concepts( Student Response Boards: Allow students to wor0 in

pairs if they need more support or accept pictures as correct answers instead of writtenlanguage(

-ord wall: &e'uire students to use words from the -ord -all in their writing and to refe

the -ord -all to find correct spellings( Leveled 'uestions( .tudent /ournals( )ath

glossary( English wor0sheets( &ead clearly and slowly( se motions, gestures, and fa

expressions to communicate( )odel appropriate nonverbal feedbac0 for students( -o

a group or with a partner as0ing and answering 'uestions about a current event or boo0

Listen to English movies( &eplace an academic language word with a social language

word to aid in understanding and building new vocabulary( Allow student to choose top

and partners( 1referred seating( $omplete a monitoring and self2evaluation chart( 1re

teach vocabulary using visuals( 1air words with pictures( 1lace math symbols on a sh

Encourage the use of math symbols( se math cognates( se color mar0er to highligh

0ey words( Allow students to nonverbally act out words to help them process vocabular

without having to spea0( 1romote structured and appropriate discussion that re'uires

students to utili*e words from -ord -all in their verbal responses( -rite simple senten

to answer 'uestions( $ombine written language with corresponding visuals whenever

possible( 1rovide a text that is challenging but engaging, focusing not only on vocabular

but also on grammatical concepts( Student Response Boards: Allow students to wor0 i

pairs if they need more support or accept pictures as correct answers instead of writtenlanguage(

EE! se topics that are of interest to the student( 1raise student for as0ing and answering 'uestions(

#ive the student a choice of topics( 1rovide fre'uent and specific feedbac0 to the student on

performance( 1referred seating( $omplete a monitoring and self2evaluation chart( 1air words

with pictures( 1rovide age appro priate materials( 1rovide graphic organi*ers for theme,

summari*ing, mind maps( $ombine written language with corresponding visuals whenever

possible( 1rovide a text that is challenging but engaging, focusing not only on vocabulary, but

also on grammatical concepts( 1rovide students with 0ey words from the text and have them put a

chec0mar0 next to a word( Allow student to chec0 with a partner before answering or

commenting( se mar0ing strategies( 1rovide powerpoint slides( .ort examples and non2

examples appropriately( 1rovide students with examples and non2examples

se topics that are of interest to the student( 1raise student for as0ing and answering

'uestions( #ive the student a choice of topics( 1rovide fre'uent and specific feedbac0 to

the student on performance( 1referred seating( $omplete a monitoring and self2evaluation

chart( 1air words with pictures( 1rovide age appropriate materials( 1rovide graphic

organi*ers for theme, summari*ing, mind maps( $ombine written language with

corresponding visuals whenever possible( 1rovide a text that is challenging but engaging,

focusing not only on vocabulary, but also on grammatical concepts( 1rovide students with

0ey words from the text and have them put a chec0mar0 next to a word( Allow student to

chec0 with a partner before answering or commenting( se mar0ing strategies( 1rovide

powerpoint slides( .ort examples and non2examples appropriately( 1rovide students with

examples and non2examples

se topics that are of interest to the student( 1raise student for as0ing and answering

'uestions( #ive the student a choice of topics( 1rovide fre'uent and specific feedbac0

the student on performance( 1referred seating( $omplete a monitoring and self2evalua

chart( 1a ir words with pictures( 1rovide age appropriate materials( 1rovide graphic

organi*ers for theme, summari*ing, mind maps( $ombine written language with

corresponding visuals whenever possible( 1rovide a text that is challenging but engagi

focusing not only on vocabulary, but also on grammatical concepts( 1rovide students w

0ey words from the text and have them put a chec0mar0 next to a word( Allow student t

chec0 with a partner before answering or commenting( se mar0ing strategies( 1rovide

powerpoint slides( .ort examples and non2examples appropriately( 1rovide students w

examples and non2examples

Gi)ted 3

Talente

d

Continuous Progress Curriculum (Flexible Pacing)3the content and pacing of curriculum and

instruction are matched to the student4s abilities and needs( Advanced Placement (AP)3

students have the opportunity to complete college level coursewor0 and earn college credit

through examination while still in high school( Ability Grouping3the flexible regrouping of

students based on individual instructional needs( Curriculum Compacting3allows highly able

students to 5compact5 or eliminate material already mastered from the curriculum, thus allowing

them to complete sub/ect material in a shorter time span( Subject Acceleration3ta0ing a course

earlier than is typical( Differentiation3the modification of instruction based on a student4s

academic needs( iered Assignments3assignments within the same lesson plan which are

structured at varied levels of complexity, depth and abstractness to meet the need of students

with diverse abilities( !earning Contracts3give students freedom to plan their time and yet

provide guidelines for completing wor0 responsibly( Problem"#ased !earning3type of problem

solving in which students are presented with an 5ill2structured5 problem that resembles a real2life

situation( .tudents are responsible for identifying additional data and resources that they need

and for deciding how to present their findings and demonstrate their learning( $nric%ment3

provides students with experiences in regular classrooms that are additional or supplemental to

the established curriculum( &entors%ips3an enrichment program that pairs an individual

student with someone who has advanced s0ills and experiences in a particular discipline( his

mentor can serve as an advisor, counselor, and role model to the student(

666Actually there is no gifted or talented student identified in this classroom(

Continuous Progress Curriculum (Flexible Pacing)3the content and pacing of

curriculum and instruction are matched to the student4s abilities and needs( Advanced

Placement (AP)3students have the opportunity to complete college level coursewor0 and

earn college credit through examination while still in high school( Ability Grouping3the

flexible regrouping of students based on individual instructional needs( Curriculum

Compacting3allows highly able students to 5compact5 or eliminate material already

mastered from the curriculum, thus allowing them to complete sub/ect material in a shorter

time span( Subject Acceleration3ta0ing a course earlier than is typical( Differentiation

3the modification of instruction based on a student4s academic needs( iered

Assignments3assignments within the same lesson plan which are structured at varied

levels of complexity, depth and abstractness to meet the need of students with diverse

abilities( !earning Contracts3give students freedom to plan their time and yet provide

guidelines for completing wor0 r esponsibly( Problem"#ased !earning3type of problem

solving in which students are presented with an 5ill2structured5 problem that resembles a

real2life situation( .tudents are responsible for identifying additional data and resources that

they need and for deciding how to present their findings and demonstrate their learning(

$nric%ment3provides students with experiences in regular classrooms that are additional

or supplemental to the established curriculum( &entors%ips3an enrichment program that

pairs an individual student with someone who has advanced s0ills and experiences in a

particular discipline( his mentor can serve as an advisor, counselor, and role model to the

student(


Continuous Progress Curriculum (Flexible Pacing)3the content and pacing of

curriculum and instruction are matched to the student4s abilities and needs( Advanced

Placement (AP)3students have the opportunity to complete college level coursewor0 a

earn college credit through examination while still in high school( Ability Grouping3th

flexible regrouping of students based on individual instructional needs( Curriculum

Compacting3allows highly able students to 5compact5 or eliminate material already

mastered from the curriculum, thus allowing them to complete sub/ect material in a shor

time span( Subject Acceleration3ta0ing a course earlier than is typical( Differentiat

3the modification of instruction based on a student4s academic needs( iered

Assignments3assignments within the same lesson plan which are structured at varied

levels of complexity, depth and abstractness to meet the need of students with diverse

abilities( !earning Contracts3give students freedom to plan their time and yet provide

guidelines for completing wor0 responsibly( Problem"#ased !earning3type of proble

solving in which students are presented with an 5ill2structured5 problem that resembles a

real2life situation( .tudents are responsible for identifying additional data and resources

they need and for deciding how to present their findings and demonstrate their learning(

$nric%ment3provides students with experiences in regular classrooms that are additio

or supplemental to the established curriculum( &entors%ips3an enrichment program

pairs an individual student with someone who has advanced s0ills and experiences in a

particular discipline( his mentor can serve as an advisor, counselor, and role model to

student(


4"5 Actually there is no student identified for 789 accommodation or modification in this

classroom(

Actually there is no s tudent identified for 789 accommodation or modification in

this classroom(

Actually there is no student identified for 789 accommodation or modification in

this classroom(

1 De#ar!a(en!o de Edua"n de Puer!o '"o. %&14;. Ma!e(<!"a 1&-1%: Es!ra!eg"as de "ns!ru"n d")eren"ada: Es!ud"an!es de "("!a"ones "ng=>s!"as. Ha!o 'e0, P': Au!or. "n!raedu.dde.#r5Ma!er"aes?%&Curr"uares5Ma!e(?C3?A1!"as?%&%&145Es!ra!eg"as?%&de?%&edua"?C3?83n?%&d")eren"ada5Es!ud"an!es@on@L"("!a"ones@L"ngu"s!"as@en@Es#ano@Ma!e(a!"as@grados@1&@1%.#d)

% De#ar!a(en!o de Edua"n de Puer!o '"o. %&14;. Ma!e(<!"a 1&-1%: Es!ra!eg"as de "ns!ru"n d")eren"ada: Es!ud"an!es de "("!a"ones "ng=>s!"as. Ha!o 'e0, P': Au!or."n!raedu.dde.#r5Ma!er"aes?%&Curr"uares5Ma!e(?C3?A1!"as?%&%&145Es!ra!eg"as?%&de?%&edua"?C3?83n?%&d")eren"ada5Es!ud"an!es@de@#rogra(a@de@Edua"on@Es#e"a@Ma!e(a!"as@grados@1&@1%.#d)



& o n n e c t i o n s

Trans/e

rsal

t$e%esLiteratu

reOt$er

disci(lin

esMaterials 3

#esourcesInor#ora!e (u!"(ed"a

resoures *e0ond !he!e/!*oo6 so(e a!""!"es

h"h are ga(e "e, "noes"(ua!"ons, de(ands se)

d"re!"ons and se) (on"!or"ng

Poer#o"n! s"des: Bra#h s!or"es IS!uden! orshee!s Torres, L. %&14;. Functions and

models. Cha#!er 1: Ines!"ga!"on 1

Poer#o"n! s"des: Bra#h s!or"es IIS!uden! orshee!s Torres, L. %&14;. Functions

and models. Cha#!er 1: Ines!"ga!"on %

Poer#o"n! s"des: Bra#h s!or"es IIS!uden! orshee!s Torres, L. %&14;. Function

and models. Cha#!er 1: Ines!"ga!"on %



LEA#NING A&TI6ITIE he unfolding of the first few lessons reveals where the unit is headed( .tudents clearly 0now the unitlesson goals, as well as the tas0s, criteria, and standards by which their understanding will be determined( hey are fully mindful of the priorities ; what is most important and why( he unit has a powerful hoo0 stimulated by thought2 provo0ing experiences earl

.tudents will li0ely pay more attention than usual and ta0e a greater interest than usual in the complex ideas( hey will more li0ely be so engaged or pu**led by the opening activities that they want to 0now more about the unit’s big ideas( he unitlesson moves beyond facts to fully explore 0ey ideas through illuminating experiences( Lessons and activities e'u

students to effectively prepare for final performance tas0s to demonstrate the targeted understanding( Lesson includes visuals, modeling, logical se'uencing and segmenting !beginning, middle, ending"< essential information< concise communication< grouping strategies< differentiated instructional strategies to provide intervention + extension< seamless routines< v

instructional strategies< 0ey concepts + ideas highlighted regularly( $learly supports lesson ob/ective!s"< rigorous + relevant< time for reflection( Induce curiosity + suspense< provide choices + student2to2student interaction( Anticipate learning difficulties, regularly incorporate student interests + cultural heritage< differentiate instructional methods( he unitlesso

clearly interactive, re'uiring students to rethin0 0ey ideas as further learning and in'uiry occur( he unit has built2in opportunity to revise wor0 or performance in progress on the basis of feedbac0 or unexpected results( he culminating products and performances reveal deeper understanding as a result of rethin0ing and revising( he unitlesson culminates b

providing students with opportunities to consider the 'uality of their wor0, the value and meaning of the unitlesson, and plans for logical next steps !e(g( pursue the issues raised i n the unitlesson or identify needed s0ill development"( .tudents see the logic of the unitlesson ; how the lessonsactivities are connected and flow together( hey understand that the un

clearly focused on big ideas, overarching 'uestions, and appropriate culminating performance tas0s( )ost students are directed toward important ideas or culminating performance tas0s

MDA EDESDA F'IDA

E/#ore and ")! u#%rom now on there will be ten short exercises at the beginning of the class( .ome of these

problems are intended for review of s0ills from previous sections, chapters or levels( =thers

intended to test your general 0nowledge( .peed and precision is the 0ey( .tudents will try tall ten problems in less than five minutes(

Deeo#(en!

Cosure#e7ectionWra( U(9 Su((ar"7"ng, re("nd"ng reGe!"ng, res!ar!"ng, onne!"ng

'*

ndicator + , - . /

ADDITIONAL #EOU#&E FO# TUDENT IN INTE#NET

:OMEWO#K 1repare 1ractice Elaborate 1repare 1ractice Elaborate 1repare 1ractice Elaborate

#E&OMMENDED TET ITEM

TEA&:E# #EFLE&TION

pr2015 mat 1419 sept 18 22 lmv guÍa semanal del maestro lmv.docx

Documents