Day 61: Reflections & Rational Numbers Quiz

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, order rational numbers, find a point on a number line

Quote of the Day: “He understood that no matter your circumstances, resources, or natural talent, certain things were always within your control - your ability to work harder and smarter than anybody else.” - John Maxwell on Alexander Hamilton

Agenda:

1. Jumpstart
2. Homework Review (we did these problems on the board
3. Study guides 
4. Rational/Reflections Quiz
5. Weekly Quiz #9 

The Assessment: The reflections and rational number quiz and study guide.

Homework: Work on Weekly Quiz #9

My Glass Half-Full Take: The quizzes went pretty well overall after I had a frustrating time reviewing the homework with students as they probably did not give their best effort going into today's lesson. Of course the students not giving their best effort could also be attributed to a lack of self-confidence from an inferior lesson, so I need to make adjustments as well. Nonetheless the basic skills that students needed were successfully demonstrated on the quiz.

One Thing to Do Differently: There were probably too many homework problems. Questions with denominators of 37 and denominators like it made it difficult for students with poor calculation skills. Obviously we want the students to work on these skills, but in doing so we took away the students best effort when it came to logic questions on the homework like where a point is on a number line. Reviewing the homework on this day in general was painful as students did not complete a large portion of their work for whatever reason.