level, credits/debits, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and
coordinate axes familiar from previous grades to represent points on the line and in the plane with
negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the
number line; recognize that the opposite of the opposite of a number is the number itself,
e.g., –(–3) = 3, and that 0 is its own opposite
6.NS.7 Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative positions of two numbers
on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to
the right of –7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
For example, write –3 degrees C > –7 degrees C to express the fact that –3 degrees C is warmer than –7 degrees C.
c. Understand the absolute value of a rational number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or negative quantity in a real-world
situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the
size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about order. For example,
recognize that an account balance less than –30 dollars represents a debt greater than
30 dollars
6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
The Learning Objective: Find the absolute value of an integer, graph a point on the coordinate plane, identify the quadrant a point is located in
Quote of the Day: We asked people, ranging from grade schoolers to young adults, ‘When do you feel smart?’ The differences were striking. People with the fixed mindset said: ‘It’s when I don’t make any mistakes.’ ‘When I finish something fast and it’s perfect.’ ‘When something is easy for me, but other people can’t do it.’ It’s about being perfect now, but people with the growth mindset said: ‘When it’s really hard, and I try really hard, and I can do something I couldn’t do before.’ ‘When I work on something a long time and I start to figure it out.’ - Carol Dweck
Agenda:
- Integers Jumpstart
- Homework review
- Integers Quiz (only took about 15 to 20 minutes)
- Work on weekly quiz
- Visual Patterns challenge problem (end of first block)
- Coordinate Plane Notes
- Coordinate Plane Practice
- Coordinate Plane Homework started
The Assessment: Circumventing the room, integers quiz, fist of five
Homework: Coordinate Plane Practice
My Glass Half-Full Take: The integers quiz went fairly well. Students were able to differentiate between absolute value and actual value well. This was somewhat concerning going into the quiz because I had never taught these topics in double blocks like this year before.
The coordinate plane topic went well because I was patient in my explanations. In the past students are always over confident in what they know, but don't back it up when I set them free to try problems on their own. Today the students that were overconfident were a little humbled as I purposely wrote in wrong answers on the board and nobody called me out for it.
One Thing to Do Differently: There were a couple ways to differentiate and extend the learning that I did not draw upon. I could have asked students when a point does not lie in a quadrant. We saw examples of this, but never made a conclusion about it. It was a question on the homework though, so it's something we'll attack tomorrow.
Link of the Day: Great source for revising a mathematics curriculum map.
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