Day 38: Double Number Line

6th Grade Math Standards: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems, including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then, at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. MA.3.e. Solve problems that relate the mass of an object to its volume.

The Learning Objective: Use a double number line diagram to describe a relationship between units

Quote of the Day: "If everyone has the attitude that someone else will do it, then nobody will do it." - Camfel Productions

Question from Yesterday (as always from a student): "Is 3.2 a different number then 3.20?"

Assessment: Circumventing the room to see that students were putting the correct numbers on the double number line; checking the homework

Agenda:

1. Jumpstart
2. Review the homework
3. Ask a question upon seeing this video
4. Create a double number line between mini bears and grams 
5. Create a double number line between regular bears and grams 
6. Answer the question how many mini bears are inside the super bear?
7. How many regular bears are inside the super bear?

Glass-Half Full: This concept is on the easier side of tape diagrams which we did yesterday. The hardest part about this topic for me is finding resources for it. I have created my own stuff for it, but enjoy the Dan Meyer Gummy Bear activity much more for engaging the students. I'll show them my stuff on Monday as a review.

Regrets: Today was a shortened day because of an assembly we had in the morning. We rushed the answer to how many mini and regular bears would equal a super bear and about half of the class was probably clueless as to how we discovered the answers here because of time pressure.

Link of the Day: Freakonomics always informs in interesting ways, but my ears perk up when I know that it's about education. Listen to the piece on gaming in schools.