Day 68: Integers Quiz

6th Grade Math Standards: 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. 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.

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 –3o C > –7o C to express the fact that –3o C is warmer than –7o 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.

Objective: Order integers; Justify why an integer is bigger than another integer; define absolute value; evaluate an expression with absolute value; define integer

Agenda:

1. Jumpstart
2. QSSQ 
3. Review absolute value and comparing integers homework
4. Pepper
5. Integers study guide
6. Integers quiz 
7. Weekly Quiz 
8. Challenge problem 

Assessment:

Glass Half-Full: During pepper we were emphasizing how to find 10 percent of a number. This was a gap in student learning two days previous to this point in the year as evidenced by the quizzes we took on percentages. When students faced a question that interleaved the percentages standards on the integer quiz, they handled it with much more success than they had previously.

Regrets: I do not think I was explicit enough with students about a number further to the right on a number line being greater than a number to the left on the number line. Many students cited that they would rather owe three dollars than seven dollars when justifying that -3 is greater than -7 (which I allowed), but I think the number line understanding is more mathematically pleasing (for lack of a better term because I'm typing all of these recaps weeks after I actually taught them).

I also do not like students saying that -3 is greater because it is closer to zero. This rule only applies to negative numbers being compared to other negative numbers and students are failing to mention this within their explanation.