Intel Teach Program

Essentials Course

2008 Intel Corporation. All Rights Reserved. Page 1 of 4

& &n ni it t P Pl la an n T Te em mp pl la at te e
&nit Author
First and Last Name: Dandy Moises and Jufelia Paduyao
School District: District 1
School Name: Cordilleran Christian Academy
School City, State: Baguio City Philippines
&nit Overview
&nit Title:
Transition to the world of symbols
&nit Summary:
This unit is a preparation in entering the world of algebra. Students will learn the different sets of
numbers in the real number system. At the end of this unit the students will make their own real
word problems and scale models applying the concepts of real numbers.
Subject Area:
Mathematics I
Grade Level:
First year high school
Approximate Time Needed:
20 1-hour class periods
&nit Foundation
Targeted Content Standards and Benchmarks:
The learner demonstrates understanding of key concepts of real number system. To assess
understanding, the learner formulates real life problems involving real numbers and solves them
using a variety of strategies.
Student Objectives/Learning Outcomes:
The learner will be able to:
O apply real numbers in a variety of ways to other disciplines
O identify and give examples of rational and irrational numbers
O illustrate rational and irrational numbers in practical situations
O use the appropriate symbolic notation to illustrate the order axioms
O cite examples/ situations where order axiom is applied
O perform the sequence of operations with real numbers
O solve problems in other disciplines such as science, art, agriculture etc.
Curriculum-Framing Questions:

Essential
Question:
How useful are real numbers?

&nit
Questions:
What are the sets of numbers belonging to the set of real numbers?
How to perform the operations on real numbers?
Intel Teach Program
Essentials Course

2008 Intel Corporation. All Rights Reserved. Page 2 of 4

Content
Questions:
What are real numbers?
What are rational and irrational numbers?
What is order axiom?
Assessment Plan
Assessment Timeline

Before project work begins Students work on projects
and complete tasks
After project work is
completed


A seatwork
consisting of
different drills on
concepts
involving whole
numbers.
A group activity
on solving real
world problems
involving whole
numbers.
Seatwork and
drills will be
given
accordingly to
check students
understanding
on the different
subtopics.

A group project
on making scale
models applying
the concepts of
real numbers.
In line with the
group project,
the group must
have a portfolio
or a newsletter
about the
construction of
the project.
A unit quiz on
real numbers
will be given.

Assessment Summary
Seatwork, group activities, and quizzes will assess daily learning of the students. At the end of the
unit, students will make scale models applying the concepts of real numbers. This will be assessed
through the use of a rubric.
&nit Details
Prerequisite Skills
Performing operations on whole numbers
Identifying relationship between two numbers
Instructional Procedures
A. Explore
Activity 1
Review on the concepts of whole numbers. After recalling, students will have a drill or a seatwork on
the operations on whole numbers.
Activity 2
In a form of a group game, students will solve a set of real word problems involving whole numbers.
Activity 3
Let some selected students line up to form/picture a number line. Make one student, probably the
middle one, represents 0. Use this to determine the coordinate of a point represented by a student
on that number line. Let the students explain their answer.

Intel Teach Program

Essentials Course

2008 Intel Corporation. All Rights Reserved. Page 3 of 4

Activity 4
First, discuss on the sets of numbers in the real number system. After the discussion, let a student
choose a partner. Then, give each pair an activity sheet containing the number line being drawn
either on a graphing paper or activity card. Guided instructions must be given. Let the students play
by taking turns in naming a number between two given numbers. The teacher may initially give the
two numbers and must be ready to check if the number to be given is between the other two. The
game may start with whole numbers, then integers, and later on with rational or irrational numbers.
In the end, they must identify the kind of number being inserted.
Activity 5
Let the students answer an activity sheet where the questions are simple problems they experienced
in daily life. They must explain the solution to the problem.
Activity 6
Give each student enough time, like 5-10 minutes, to think of a situation and formulate a real life
problem involving the basic operations on real numbers. Then, if they are ready, they will take turn
in presenting the problem. Any student can give the answer to the problem. The teacher will ask the
one who gave the problem if the presented solution is correct.

B. Firm-up
Activity 7
Apply cooperative learning. First, group the students into 4. Let each group be working on an activity
sheet where one is different from the other. Ask each group to investigate a given set of numbers.
Guide questions must be given. Expect them to have analyzed and classified each of the numbers
after changing its form. Let them explain the results.
Activity 8
Ask the students to answer several activities on the operations applied to the set of real numbers
including the order axiom. Let them write the complete solution to each number.
Activity 9
Let the students answer activities on solving daily life problems involving different operations on real
numbers.

C. Deepen
Activity 10
Instruct the students to be ready for an oral/written test which is in the form of a team competition.
The test will include investigating patterns on rational or irrational numbers (they are allowed to use
a calculator), similarity or difference between rational and irrational numbers, problem solving
involving the different operations on real numbers.
Activity 11
Give each student enough time, like 10-15 minutes, to answer activities that will provide them the
opportunity to reflect on or rethink of the lesson on real numbers. It may be in the form of journal
writing or application of the concept to problems they experienced in daily life.

D. Transfer
Activity 12
Group the students into four or five depending on the number of students per class. Each group will
then select its leader. The group will decide on the problem to be presented making use of the set of
real numbers. They will visualize and present the solution to the said problem.
Activity 13
Give each group enough time to construct scale models of houses, toys, bridges, etc. depending on
its problem indicating the use of real numbers. As a documentation of this project the students will
make a newsletter or a portfolio.
Accommodations for Differentiated Instruction
Intel Teach Program
Essentials Course

2008 Intel Corporation. All Rights Reserved. Page 4 of 4

Special Needs
Students

Afternoon tutorials will be conducted.
Varied groupings during group activities.
Varied assessments: written, oral, performance, etc.

Nonnative
Speakers

Disscuss word problems using the native language.

Gifted/Talented
Students
Weekly quiz bees will be held.
A chance to tutor their fellow classmates.
Work on challenges with students from higher years.
Materials and Resources Required For &nit
Technology - Hardware (Click boxes of all equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other
Technology - Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia

Web Page Development
Word Processing
Other
Printed Materials
Bragg, S. & Fair, J. (1993). Prentice Hall Algebra 1. One Lake, Upper Saddle
River, NJ 07458 USA
Supplies

Internet Resources

Other Resources

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.