Day 60: Coordinate Plane & Rational Numbers Combined

6th Grade Math Standards: 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.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of
the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane

The Learning Objective: Reflect a point across an axis, define rational number, differentiate between terminating and repeating decimals

Quote of the Day: “Success is not an event; it is a process.” - John Maxwell

Agenda:

1. Jumpstart
2. Homework Review
3. Reflections Exit Ticket 
4. Rational Numbers Notes
5. Rational Numbers Practice

The Assessment: The exit ticket was checked by me as was the homework for understanding. Students had trouble rationalizing which quadrants had the same sign (it was more the vocabulary and the wording of the question out of the book than the concept). I had students do a couple homework problems independently and checked them on the rational numbers practice (converting a fraction to a decimal).

Homework: Rational numbers practice, weekly quiz number nine, practice for the rational numbers quiz.

My Glass Half-Full Take: I was pretty encouraged by how common place the skill of graphing points had become. This is a skill I would say that most students have truly mastered at this juncture of the year.

One Thing to Do Differently: I would like to start the rational numbers lesson by asking students what was bigger -2/3 or -0.6 and to show the work to prove it. Most students cannot do this, but will be motivated by a challenge.