Unit+One+Chapter+Two+Math+2013

= = Apply and extend previous understandings of numbers to the system of rational numbers.
 * **Unit of Study: Rational Number ** ||
 * **Grade: Sixth ** |||| **Topic: Integers ** || **Length of Unit: ** ||
 * **Focus of Learning ** ||
 * **__Common Core Standards: __**
 * 6.NS The Number System **

5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea 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. 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. 7. Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position 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°C > –7°C to express the fact that –3°C is warmer than –7°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. 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 ind distances between points with the same first coordinate or the same second coordinate. |||| **__Standards for Mathematical Practice: __** 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 1.5;">Use appropriate tools strategically. <span style="font-family: Calibri,sans-serif; font-size: 8pt; line-height: 1.5;">6. <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 1.5;">Attend to precision. <span style="font-family: Calibri,sans-serif; font-size: 8pt; line-height: 1.5;">7. <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 1.5;">Look for and make use of structure. <span style="font-family: Calibri,sans-serif; font-size: 8pt; line-height: 1.5;">8. <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 1.5;">Look for and express regularity in repeated reasoning. || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Integers allow us to show values that are less than zero which is necessary in science, finance, and many other forms of applied mathematics || <span style="font-family: Calibri,sans-serif;"> How can you show something that is less than zero? <span style="font-family: Calibri,sans-serif;"> Why would you want to do that? || <span style="font-family: Calibri,sans-serif;"> See examples above <span style="font-family: Calibri,sans-serif;"> |||| **__<span style="font-family: Calibri,sans-serif;">Application: __** //<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Students will be able to… // <span style="font-family: Calibri,sans-serif;">See examples above ||
 * **__<span style="font-family: Calibri,sans-serif;">Enduring Understanding(s): __**//<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Students will understand that… //
 * **__<span style="font-family: Calibri,sans-serif;">Guiding Questions: __**//<span style="font-family: Calibri,sans-serif; font-size: 9pt;">These questions will guide student inquiry. //
 * **<span style="font-family: Calibri,sans-serif;">Student Performance ** ||
 * **__<span style="font-family: Calibri,sans-serif;">Knowledge: __**//<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Students will understand/know ////<span style="font-family: Calibri,sans-serif; font-size: 9pt;">… //
 * **<span style="font-family: Calibri,sans-serif;">Assessments **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">(Attached)  ||
 * **__<span style="font-family: Calibri,sans-serif;">Assessments: __**<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> //pre-assessment, formative, and post-assessment/culminating task//

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Pre-Assessment: __<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Integer Assessment (assessing they have prior knowledge of addition an d subtraction of integers necessary to do task)

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Formative Assessments: __<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Chapter Quizzes from text

__<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Post-Assessment (Culminating Task): __<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Chapter test from text ||

//<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know… // The value of integers (signed numbers) including absolute value //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… // • Read and write integers, and find the absolute value of a number. ||  || //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know… // The value of integers (signed numbers) //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… //. • Compare and order integers using a number line. ||  || // <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know…  // The values in the quadrants of a coordinate plane //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… // • Graph points on a coordinate plane. ||  || //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know… // How to add integers using a number line //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… // • Add integers. ||  || //Students will know...// How to use counters to add and subtract integers ||  || // <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know… // How to subtract integers on the number line How to translate this into a procedure for subtracting w/out counters //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… // • Subtract integers. ||  || // <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will know…  // Principals and procedures for multiplying integers //<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Students will be able to… // • Multiply integers. ||  || //Students will know...// Principals and procedures for multiplying integers //Students will be able to:// • Divide integers. ||  ||
 * **<span style="font-family: Calibri,sans-serif;">Learning Experiences **<span style="font-family: Calibri,sans-serif; font-size: 9pt;"> (Lesson Plans Attached)  ||
 * **__<span style="font-family: Calibri,sans-serif;">Days __** ||||  **__<span style="font-family: Calibri,sans-serif;">Lesson Sequence __**  ||  **__<span style="font-family: Calibri,sans-serif;">Materials __**  ||
 * 1 |||| **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Lesson ** **2-1** Integers and Absolute Value (pp. 80–83)
 * 1 |||| **Lesson 2-2** Comparing and Ordering Integers (pp. 84–87)
 * 1 |||| **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Lesson ** **2-3** The Coordinate Plane (pp. 88–92)
 * 1 |||| **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Lesson ** **2-4** Adding Integers (pp. 95–99)
 * 1 |||| **Math Workshop**
 * 1 |||| **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Lesson ** **2-5** Subtracting Integers (pp. 103–106)
 * 1 |||| **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Lesson ** **2-6** Multiplying Integers (pp. 107–111)
 * 1 |||| **Lesson 2-8** Dividing Integers (pp. 114–118)
 * 1 |||| **Chapter/Unit Review** ||  ||
 * **<span style="font-family: Calibri,sans-serif;">Resources ** ||
 * **<span style="font-family: Calibri,sans-serif;">Online ** ||||  **<span style="font-family: Calibri,sans-serif;">Text **  ||