Divisibility

DIVISIBILITY.

This unit is for a group of the 1st year of Maths, there are 20 students with different level.

We need 10 hours in tne 1st term , after POWERS AND ROOTS and before INTEGER NUMBERS.

Firstly, we have planned the objetives for our subject and for the foreign language.

LINK of the unit:

https://drive.google.com/open?id=1WnxVVKrCPD6BHl36r9JZ81uF3EQZNI3w

1st hour

At the beginning, we try to Know the Knowledge of the students about maths and the language, what we need to study it. We use voccabulary for the diary routine, because we will always explain the unit in English. These initial questions will be short and in a oral way.

2nd hour

We start the unit with some definitions and important vocabulary. Multiples and divisors. Some exercises ( writing and speaking).

Divisibility test

https://www.mathsisfun.com/divisibility-rules.html

Divisibility Rules (Tests) - Math is Fun - Maths Resources www.mathsisfun.com The Divisibility Rules. These rules let you test if one number is divisible by another, without having to do too much calculation!

your turn ( you can practise online with ten questions)

http://www.mathopolis.com/questions/q.php?id=1625&site=1&ref=/divisibility-rules.html&qs=1625_1626_1627_1628_2689_3599_3600_3601_3602_5007

Mathopolis Question Database www.mathopolis.com Math and Brain Games. Mathematics Question Database. For K-12 kids, teachers and parents.

Practise with some exercises for homework.

3rd hour

After defining prime number, the students have to look for the prime numbers between 1 and 100.

http://www.softschools.com/math/prime_numbers/prime_numbers_up_to_100/

Prime Numbers Up To 100 Game - Softschools.com www.softschools.com Prime Numbers Math. To link to this page, copy the following code to your site:

For homework , they must find the prime numbers from 100 to 200, using the following worksheet.

4th hour

Con la auxiliar de conversación planteamos actividad de feedback usando el trailer de una película en VO para afianzar la definición de número primo, la valoración de las matemáticas en la ciencia, y la posibilidad de practicar todas las destrezas en una sesión. Escuchar y responder preguntas sobre el trailer, escribir un posible final para la película.

Mediante un video planteamos la descomposición en factores primos y explicamos el mcm y MCD , y acontinuación planteamos una serie de actividades de desarrollo, es decir, de aplicación directa de los contenidos.

We prepare an activity with the American teacher, to review some definitions. We will use the trailer and a part of the movie with math contents. The students will listen what Maths is important, science and Maths. Some activities about the film, speaking about the main idea and writing the end.

Lesson with the American teacher using the topic maths in movies (where it appears the prime definition)

https://drive.google.com/drive/folders/1DYZxidetvnzsyPNtbq4qh5dkgqfD-joj?usp=sharing

Here you are the video withn some questions:

https://edpuzzle.com/assignments/5a1c83c9e4f87c41232c5617/watch

Edpuzzle Assignment edpuzzle.com Edpuzzle assignment. Make video delivery an interactive experience. Students watch the lesson while answering the quizzes. The teacher gets the powerful hassle-free analytics.

( Listening, reading , writing and speaking)

5th hour_

We review the new contents and concepts with some online exercises applearning.

Review concepts with this online activity:

https://learningapps.org/display?v=pyvu9umy517

6th hour

Video about the prime factorization ( another method, they can understand and tell me the differences about the traditional method, the tool method, the tree method)

https://www.khanacademy.org/math/pre-algebra/pre-algebra-factors-multiples/pre-algebra-prime-factorization-prealg/v/prime-factorization

Prime factorization www.khanacademy.org Prime Factorization

7th hour

the least common multiple and highest common factor ( traditional way and method)

8th hour

Word problems ( reading and writing)

We use the wordproblems to work new vocabulary, working the same objetive with the English teacher .

We will make some exercise with different levels and more or less quantity , to attend teh different level in the group.

Review unit for the exam.

http://fina-maths1eso.blogspot.com.es/

Mathematics 1º ESO fina-maths1eso.blogspot.com.es Soy Fina Cano Cuenca, profesora de Enseñanaza Secundaria de Matemáticas. Actualmente trabajo en el IES Don Bosco de Albacete. En este blog podréis encontrar ...

9th hour

Exam with the criteria for the evaluation

https://drive.google.com/open?id=1fEYpeusjB_fNdc1Biwu_09dL04yw27rI

exam Divisibilty.pdf drive.google.com

I can find out the multiples and divisors of every number
I can use the divisibilty test (2,3,5,11
I can calculate prime factorization
I can find out the least common factor (lcm) and the highest common factor (hcf)
I can resolve wordproblems with lcm and hcf.
I Use the English language to understand the subject

Information: 0/1/2 points each criteria and we can increase 1 point for the last one, using English.

10th hour

Use the calcsheet to calculate the lcm and the hcf. (like the example using the teacher's guide)

https://drive.google.com/file/d/1sHZthKKdfE6EmOxKgsHl0OqtcQlkpBT/view?usp=sharing

Sandra Anes Gallego

INTEGERS NUMBERS

​Title: Integers Numbers

Subject: Mathematics

Course: 1º E.S.O.

Language: English

 

OBJETIVOS:

 

1.- Reconocer números positivos y negativos.

2.- Operar con números positivos y negativos

3.- Aplicar los conceptos adquiridos a situaciones de la vida real.

4.- Realizar actividades y tareas relacionadas con los números enteros usando nuevas tecnologías.

 

INTRODUCCIÓN:

 

Los números enteros son una generalización del conjunto de números naturales que incluye números enteros negativos, además del cero. El hecho de que un número sea entero, significa que no tiene parte decimal.

Los números enteros negativos pueden aplicarse en diversos contextos, como la representación de profundidades bajo el nivel del mar, temperaturas bajo cero, o deudas, entre otros.

Su empleo, aunque con diversas notaciones, se remonta a la antigüedad. El nombre de enteros se justifica porque estos números ya positivos o negativos, siempre representaban una cantidad de unidades no divisibles (por ejemplo, personas).

Encuentran aplicación en los balances contables. A veces, cuando la cantidad adeudada, superaba a la cantidad poseída, se decía que el banquero estaba en "números rojos". Esta expresión venía del hecho que lo que hoy llamamos números negativos se representaban escritos en tinta roja.

En fin, los números enteros, son cualquier elemento del conjunto formado por los números naturales (N) y sus opuestos. El conjunto de los números enteros se designa por Z:

Z = {., -11, -10,., -2, -1, -0, 1, 2,., 10, 11,.}

Los números negativos permiten contar nuevos tipos de cantidades (como los saldos deudores) y ordenar por encima o por debajo de un cierto elemento de referencia (las temperaturas superiores o inferiores a 0 grados, los pisos de un edificio por encima o por debajo de la entrada al mismo.).

 

PLANTILLA DE LA UNIDAD DIDÁCTICA:

https://docs.google.com/document/d/1MfNaCSKU9YcwLYKOPtoEapuQpKw5xe6cRR-uMoXYYRs/edit

 

Sesiones (10)

 

 

SESIÓN 1: INTRODUCCIÓN DEL TEMA. ¿Qué son los números naturales? Representación en la recta numérica.

 

-Realizar el visionado del video: https://www.youtube.com/watch?v=5oHJcmYbHvA

 

- Fomentar la participación en una lluvia de ideas, con el objetivo de averiguar los conocimientos previos.

- Consolidar los conocimientos incidiendo en la explicación de los mismos a través de la página: https://www.mathsisfun.com/whole-numbers.html

- Actividades interactivas: http://www.mathopolis.com/questions/quiz.php

 

 

 

SESIÓN 2: Comparación de números enteros.

 

-Visionado del video: https://www.youtube.com/watch?v=DGWcWtqM_yk-

- Lluvia de ideas.

- Explicación para consolidación de lo aprendido.

- Actividades: Se realizarán actividades de completar textos y de comparar números enteros, utilizando: https://es.scribd.com/document/175992931/Integer-Numbers

 

SESIÓN 3: OPERACIONES CON NÚMEROS ENTEROS: SUMA Y RESTA.

 

-Explicación de las operaciones de suma y resta. https://www.mathsisfun.com/positive-negative-integers.html

 

-Realización de actividades interactivas:

http://www.mathopolis.com/questions/q.php?id=11715&site=1&ref=/positive-negative-integers.html&qs=11715_11716_11717_11718_11719_11720_11721_3445_3446

 

https://www.mathplayground.com/ASB_OrbitIntegers.html

 

https://learningapps.org/2901039

 

SESIÓN 4: OPERACIONES CON NÚMEROS ENTEROS: MULTIPLICACIÓN Y DIVISIÓN

 

-Explicación.

- Actividades interactivas: https://juegoseducativosdematematicasonline.blogspot.com.es/2017/02/integers-jeopardy-game-operaciones-con.html

                                                                                                 

https://es.scribd.com/document/175992931/Integer-Numbers

 

-Elaborar una presentación, ya sea utilizando nuevas tecnologías, cartulinas,… en las que los alumnos resuman las reglas para sumar, restar, multiplicar y dividir enteros (se les presenta un ejemplo encontrado en la web https://www.pinterest.es/pin/147281850291447227/)

 

SESION 5, 6 y 7: OPERACIONES COMBINADAS CON NÚMEROS ENTEROS.

 

-Explicación de los contenidos:

            Prioridad en la realización de las operaciones.

            Uso de paréntesis y corchetes. http://www.bilingualmaths.com/1st%20level/unit%206%201/UNIT%206%20%20INTEGERS%201ST%20LEVEL.pdf

 

Realización de actividades:

 

https://www.mathplayground.com/number_conundrum_integers.html

https://create.kahoot.it/l/#quiz/7a7dcdc7-6012-48f1-b643-bae4a13c0e5c

 

SESIONES 8.,9 y 10:

 

Aplicación de todo lo aprendido resolviendo problemas:

 

https://es.scribd.com/document/175992931/Integer-Numbers

Resolución de los problemas que aparecen en el tema, de la página 21 en adelante.

 

-Realización de problemas de producción propia, resolviéndolos y exponiéndolos a la clase, siguiendo el proceso establecido para la resolución:

            - Datos que nos aporta el problema.

            - Datos que nos pide el problema

            - Resolución de operaciones.

            - Solución del problema.

 

                                               MARÍA DE LOS ÁNGELES GONZÁLEZ DONOSO

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THE MIDDLE AGES: THE BYZANTINE AND THE ISLAMIC EMPIRES

Unit:  The Middle Ages: the Byzantine and Islamic Empire  

Subject: Social Sciences, History   

Course / Level    2º ESO

Teacher: Lucía Mateos Martín

 

INTRODUCTION

 

The unit with which I have worked in the course Uso de Recursos Educativos Abierto para aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) is the first one that is usually  worked in 2nd of ESO. Due to the difficulty that the subject presents, I have adapted the unit eliminating the Carolingian Empire, which I will incorporate into the next unit. Moving the Carolingian Empire from one unit to another is possible  since  it is the disappearance of that Empire that fact that permit the appearance of the feudal system in Christian Europe.

 

Therefore, I have focused this unit on the appearance of two empires emerged on the territory of the old Roman Empire, leaving the third for the next unit. I think that in this way the students of 2nd of ESO will be able to deal better with such a complex topic.

On the other hand, I am not yet teaching the subject of Social Sciences 2nd of ESO in English because my school has started this course with the Bilingual Section in 1st ESO. I believe that this circumstance influences my unit since I lack the invaluable contribution of practical experience, so  my lesson plan is quite theoretical. From experience, I know that the context of the classroom imposes modifications to the theoretical approaches to adapt them to the daily reality, which I will do next year when I face the AICLE unit with my students.

The main point  of the unit is to know how the Middle Ages begin, through the following objectives:

1. Understand how the known world passes from the unity of the Roman Empire to a territory fragmented into three great empires: the Byzantine, the Islamic and the Carolingian (this one postponed to the next unit)

2. They way they arise, they develop and disappear.

3. What are its main economic, social and cultural features.

4. What artistic manifestations generate.

5. Use different sources of information.

6. Use ICT.

7. Collaborate with your classmates (in pairs or in groups) in various tasks.

 

LINK TO THE UNIT: 
https://drive.google.com/file/d/1ZcRnqcAs3taHiEnXe6GqXqRJ552AtmXL/view?usp=sharing

SEQUENCING:

 

SESSION 1:

 

To introduce the unit I will use videos that help students understand what they are going to study. The idea is to attract their attention, connect the unit with the preceding period (the Roman Empire) and establish the relationship of this with the beginning of the Middle Ages.

I have four videos that I could use, in principle I think the first two would be enough to achieve my goal.

 

1. Legacy of Ancient Rome Rap

https://youtu.be/q0aJbKwABMo

 

2. The Middle Ages in 3 1/2 minutes

https://youtu.be/6EAMqKUimr8

3. Intro to Middle Ages

https://youtu.be/J4JNTu9pawA

 

4. Intro to Medieval History

https://youtu.be/WGfeFOh5ugI

 

After the videos, there will be an exchange of opinions about what they remember about the Roman Empire and what the videos suggest them (speaking).

Next, they would be given the vocabulary of the subject (Glossary) and we would go on to read and hear the content of the textbook (listening and reading).

Finally, the students will complete the Timeline (writing).

 

SESSIONS 2 and 3:

 

We will start from the Timeline to visualize the development of the Middle Ages and we will focus on the section of the Byzantine Empire (speaking).

 

From the content about the Byzantine Empire in the textbook (listening and reading) and the Internet links that students will be provided (TIC), they will carry out the following activities (writing):

 

Links: http://www.ducksters.com/history/middle_ages_byzantine_empire.php

           https://www.britannica.com/biography/Justin-I

 

Activities:

https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing

 

SESSION 4:

 

We will start from the Timeline to visualize the development of the Middle Ages and we will focus on the section on Islam (speaking).

 

From the content about the origin and beliefs in the Islam section of the textbook (listening and reading) and the Internet links that will be provided to the students (TIC), they will carry out the following activities (writing):

 

Links: http://www.ducksters.com/history/islam/

           https://www.britannica.com/topic/Islam

 

Activities:

https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing

 

SESSIONS 5 AND 6:

 

We will work with the contents of the textbook (reading and listening).

 

With the support of the textbook and the links used in session 4, the activities related to the expansion of Islam, the economy and the Islamic society (writing) will be carried out.

 

Links: http://www.ducksters.com/history/islam/

           https://www.britannica.com/topic/Islam

 

Activities:

https://drive.google.com/file/d/1fi5UB--OhlMEVSRQMNkf6orO4iVjM7Ib/view?usp=sharing

If necessary, the economy could be deepened, especially in the role of commerce as a transmitter of culture. For this, you can use the text on the Silk Road, the audio and the quiz that appears in the following link: http://www.ducksters.com/history/china/silk_road.php

 

 

SESSIONS 7 AND 8:

 

As an introduction to the final part of the unit, students will see the video 'The city of Isfahan' https://youtu.be/a9FVrJS4MzU.

 

As it is a video without narration, the information that the student will receive is completely visual. We will make a debate about the images they have seen, emphasizing the importance of the mosque and the madrasa,  the supply of water to the city, crafts and commerce in a Muslim town (speaking).

 

Review of textbook contents (reading and speaking).

 

Activities on Muslim cities and Islamic art (TICs):

 

Muslim town: https://learningapps.org/display?v=pwyftukt517

                             https://es.educaplay.com/es/recursoseducativos/3398120/muslim_town.htm

                                     

The Mosque: https://learningapps.org/display?v=pxfauyraj17

                         https://learningapps.org/display?v=p5jqeyu1t17

 

 

EVALUATION RUBRIC

 

EVALUATION CRITERIA	4	3	2	1
Understand the different periods in the Middle Ages and the events that characterise each one. (SCC)
Learn about the expansion of the Byzantine Empire. (SCC)
Understand and describe the origins of Islam, as well as the causes and consequences of Islamic expansion. (SCC)
Learn about  that were present in the Byzantine and Islamic Empires. (SCC)
Create timelines (CLL)
Uses different sources of information (CLL)
Use ICT to carry out activities (DC)

 

FULLY ATTAINED (4)

MOSTLY ATTAINED (3)

ATTAINED WITH DIFFICULTY (2)                                

NOT ATTAINED (1)

 

 

Lucía Mateos Martín