1. Coordinación bilingüe
Isabel Pérez Torres
Template to design a CLIL didactic unit
Subject:
MATHEMATICS
Teacher: Mª del Pilar Serna Cabeza
Title of the Unit : Integers
Course / Level : 1º ESO
1. Learning outcomes
/ Evaluation criteria
1. To know and apply integer numbers in different situations in the real life
2. To find the absolute value and the opposite of an integer
3. To compare and order integers
4. To use and justify the rules for adding and subtracting integers
2. Subject Content
1. Use positive and negative numbers to represent quantities in real-world contexts.
2. Represent points on the line and in the coordinate plane.
3. Write, interpret, and explain statements of order for integer numbers in real-world contexts.
4. Solve real-world and mathematical problems involving operations with integer numbers.
3. Language Content / Communication
Vocabulary
Nouns: absolute value, coordinate plane, horizontal line, vertical line, graph, sign,
quadrant, axis, product, quotient, sum, inequality, deposit, withdrawal
Verbs: Compare, evaluate, graph, label, plot, add, subtract, multiply, divide, increase,
decrease
Adjectives: Positive, negative, opposite
Prepositions: forward, backward, above, below, with, without, before, after
Adverbs: always, never
Structures
A) Present verb form: The temperature is -2º
Past verb form: The temperature dropped from 3º to -11º
Future verb form: The product will be negative
Conditional verb form: If both signs are the same, then the result is positive
Passive verb form: Positive and negative numbers are used to express variations of one
quantity.
B) Comparative and superlatives
Negative integer are less than zero
Positive integer are greater than zero
Order the integers from least to greatest
C) Wh-questions: How many degrees did the temperature fall?
What is the difference between these two elevations?
Yes/No-questions: Is the temperature change positive?
D) Sentence starters : I noticed that, I tested, I decided to, I tried, I wondered why, I noticed
a connection between, when I looked, this didn’t work so, I already know that, this is true
because, using the numbers in my table, this reminded me of, this worked
E) Connectives
- For adding information: and, also, too, as well as
- For sequencing ideas or events : then, next, afterwards, since, firstly, secondly, finally,
eventually
- To compare : like, equally, similarly
- To contrast : but, instead of, alternatively, otherwise, unlike
- To show cause and effect : because, so, therefore, thus, consequently
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2. Coordinación bilingüe
Isabel Pérez Torres
- To further explain an idea : although, however, unless, except, apart from, yet, if, as long as
- To emphasise : in particular, especially, significantly
- To give examples : for example, such as
Discourse type
Language skills
Listening: active listening to understand the explanations
Reading from a variety of sources: instructions, questions, explanations, definitions,
tables, graphs
Writing: describing situations that involve integers, writing short responses
Speaking : asking questions, discussing a topic, explaining and justifying their
understanding of mathematical concepts, explaining calculation strategies
Vocabulary: listening, using and repeating new mathematical vocabulary
4. Contextual
(cultural) element
Temperatures scales, sports, altitude, balance in a checking account
5. Cognitive (thinking)
processes
To know, to understand, to apply, to analyse, to evaluate and to create.
6. (a) Task(s)
A. Vocabulary task
B. Card Matching Task
C. Research and poster task
D. Discussion task
6. (b) Activities
A.1. While watching a powerpoint and a video, students have to take notes and complete a
glossary with examples and definitions.
A.2. In small groups, they have to make wall word cards involving the new vocabulary.
B.1 In pairs, students have to create a card game consisting in two sets of cards (city
temperatures and temperature changes) with missing data and the neighbour group have to
connect every two city temperature cards with a temperature change card. They also have to
prepare some questions on a index card and then they exchange cards and write the solution
on the cards.
B. 2. As a conclusion, in pairs, write the rules for adding integers making a flowchart .The
structure of it will be given by the teacher.
C.1. In groups, students have to research how integers are used in journalism. Each group
is assigned a different section including sports, weather, news and business. Each group
have to describe how integers are used in their section and give examples.
C.2. In groups, they have to prepare a poster involving everything they have learnt and
present it to the rest of the class.
D.1. Class discussion focusing on common themes, experiences, what has been learned,
common errors and misconceptions.
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3. Coordinación bilingüe
Isabel Pérez Torres
7. Methodology
Organization and
class distribution /
timing
Six 50 minutes lessons.
Lesson 1: A1 and A2
Lesson 2: B1 and B2
Lesson 3: C1
Lesson 4: C2
Lesson 5: C2
Lesson 6 : D1
Resources / Materials
Board, PowerPoint, video, worksheets, computer, internet, newspapers, magazines
Key Competences
Digital competence
Learning to learn
Communication in foreign languages
Mathematical competence
8. Evaluation (criteria
and instruments)
Active class participation, cooperation and teamwork (20%)
Rubric to evaluate the poster. (30%)
Test (30%)
Activities to hand in (20%)
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