Unit 4 Integers and the Coordinate Plane Math 6 ACC · Unit 4 Integers and the Coordinate Plane...
Transcript of Unit 4 Integers and the Coordinate Plane Math 6 ACC · Unit 4 Integers and the Coordinate Plane...
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 1 Posted 12/21/17 2017-2018
Unit Goals – Stage 1 Number of Days: 28 days 1/8/18 – 2/16/18 Unit Description: Students will extend the number line to include negative numbers using both horizontal and vertical number lines. Students will understand the absolute value of a number and will graph ordered pairs in all four quadrants as well as drawing polygons given coordinates for the vertices. In addition, students will also learn seventh grade standards of operations with rational numbers. They learn to add, subtract, multiply, and divide integers, while maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. Students will then apply their understanding to perform the four operations on positive and negative rational numbers in the context of real-world situations. Materials: coordinate grid cling, number line, graph paper, two-color counters, Desmos
Standards for Mathematical Practice SMP 1 Make sense of problems
and persevere in solving them.
SMP 2 Reason abstractly and quantitatively.
SMP 3 Construct viable arguments and critique the reasoning of others.
SMP 4 Model with mathematics. SMP 5 Use appropriate tools
strategically. SMP 6 Attend to precision. SMP 7 Look for and make use
of structure. SMP 8 Look for and express
regularity in repeated reasoning.
Standards for Mathematical Content Clusters Addressed [m] 6.NS.C Apply and extend
previous understandings of numbers to the system of rational numbers.
[s] 6.G.A Solve real-world and mathematical problems involving
Transfer Goals
Students will be able to independently use their learning to…
Make sense of never-before-seen problems and persevere in solving them.
Construct viable arguments and critique the reasoning of others.
Making Meaning
UNDERSTANDINGS Students will understand that…
The number system includes negative numbers. Positive and negative numbers are used together to describe quantities having opposite directions or values.
Each positive number has an opposite, a corresponding negative number that is the same distance away from zero on the left side of zero.
Understand the absolute value of a rational number as its distance from 0 on the number line.
Integer operations can be represented in multiple ways, such as using manipulatives, number lines, and real-world situations.
Ordered pairs can be used to identify points on a coordinate plane.
ESSENTIAL QUESTIONS Students will keep considering…
What real world situations can be represented with negative and positive numbers?
How are adding and subtracting integers related?
How are multiplying and dividing integers related?
Acquisition
KNOWLEDGE Students will know…
The definition of academic vocabulary words, such as absolute value, additive inverse, axis, coordinate plane, integers, opposites, origin, and quadrants.
Opposite signs of numbers indicate locations on opposite sides of 0 on the number line.
The sum of opposite numbers is zero.
SKILLS Students will be skilled at and/or be able to…
Locate and position integers and other rational numbers on a vertical and horizontal number line.
Use rational numbers to represent quantities in real-world contexts.
Write and interpret statements about the order of rational numbers in real-world contexts.
Find the absolute value of a rational number.
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 2 Posted 12/21/17 2017-2018
Unit Goals – Stage 1 area, surface area, and volume.
[m] 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Any subtraction problem can be written as an addition problem by adding the additive inverse, p – q = p + (–q).
A coordinate plane has an x-axis and a y-axis.
Add, subtract, multiply, and divide rational numbers to solve real-world and mathematical problems.
Apply properties of operations as strategies to add, subtract, multiply, and divide rational numbers.
Plot ordered pairs of integers and other rational numbers on a coordinate plane.
Solve real-world and mathematical problems by using coordinates and absolute value to find the distance between points with the same first coordinate or same second coordinate.
Recognize that if the coordinates only differ by the signs, the points are reflections across one or both axes.
Draw polygons in the coordinate plane, given coordinates for the vertices in the context of solving real-world and mathematical problems.
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 3 Posted 12/21/17 2017-2018
Assessed Grade Level Standards Standards for Mathematical Practice SMP 1 Make sense of problems and persevere in solving them. SMP 2 Reason abstractly and quantitatively. SMP 3 Construct viable arguments and critique the reasoning of others. SMP 4 Model with mathematics. SMP 5 Use appropriate tools strategically. SMP 6 Attend to precision. SMP 7 Look for and make use of structure. SMP 8 Look for and express regularity in repeated reasoning. Standards for Mathematical Content [m] 6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.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.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 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 –3C > –7C to
express the fact that –3C is warmer than –7C. 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.
6.NS.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 find distances between points with the same first coordinate or the same second coordinate.
[s] 6.G.A Solve real-world and mathematical problems involving area, surface area, and volume. 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with
the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 4 Posted 12/21/17 2017-2018
Assessed Grade Level Standards [m] 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two
constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is
positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational
numbers by describing real‐world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two
rational numbers on the number line is the absolute value of their difference, and apply this principle in real‐world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the
properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or
eventually repeats. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 5 Posted 12/21/17 2017-2018
Evidence of Learning – Stage 2 Assessment Evidence
Unit Assessment Claim 1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Concepts and skills that may be assessed in Claim1: 6.NS.C
The student uses positive and negative numbers to represent quantities in real-world contexts.
The student can identify the location of ordered pairs on the coordinate plane based on the signs of the numbers in an ordered pair.
The student locates and positions integers and other rational numbers on a number line.
The student positions ordered pairs of integers and other rational numbers on a coordinate plane.
The student writes and interprets statements about the order of rational numbers in real-world contexts.
The student represents the absolute value of a rational number as the distance from zero on a number line.
The student can make comparisons of absolute value from statements about order.
The student solves real-world and mathematical problems by graphing ordered pairs on a coordinate plane and using coordinates and absolute value to find the distance between points with the same first coordinate or same second coordinate.
6.G.A
The student draws polygons in the coordinate plane, given coordinates for the vertices in the context of solving real-world and mathematical problems. 7.NS.A
The student interprets rational number values on a number line, including modeling addition and subtraction expressions.
The student applies properties of operations as strategies to add and subtract rational numbers.
The student applies properties of operations as strategies to multiply and divide rational numbers.
The student converts from a fractional form of rational numbers to a decimal form of rational numbers.
The student solves real-world and mathematical problems involving the four operations with rational numbers. Claim 2: Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies. Standard clusters that may be assessed in Claim 2:
6.NS.C
6.G.A
7.NS.A
Claim 3: The student can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. Standard clusters that may be assessed in Claim 3:
6.NS.C
7.NS.A
Claim 4: The student can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Standard clusters that may be assessed in Claim 4:
6.NS.C
6.G.A
7.NS.A
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 6 Posted 12/21/17 2017-2018
Other Evidence
Formative Assessment Opportunities
Informal teacher observations
Checking for understanding using active participation strategies
Exit slips/Summaries
Tasks
Modeling Lessons (SMP 4)
Formative Assessment Lessons (FAL)
Quizzes/Chapter Tests
SBAC Interim Assessment Blocks
Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website – “M” Mathematics – Curriculum Documents
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 7 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
1 day
I will explore integers and the coordinate plane by participating in the Opening Task.
OPENING TASK (choose one)
“Extending the Number Line” is an activity in which students explore negative numbers on a number line. Teachers: Prepare the transparencies and number lines. (SMP 7, 8)
“Using a Coordinate Grid” is an online video with a corresponding activity. Have students work in pairs on the discussion questions. Share as a whole group. (SMP 3)
“A Fly on the Ceiling” is a children’s book in which students explore the coordinate plane.
Conceptual Understanding:
Extending the Number Line Exploration
Horizontal Number Lines
Vertical Number Lines
“Using a Coordinate Grid” Video
Questions to “Using a Coordinate Grid” Video
“A Fly on the Ceiling”
2 days
I will explore numbers that are less than zero by… 6.NS.5, 6.NS.6,
6.NS.6a
Extending vertical and horizontal number lines to include negative numbers.
Explaining that a rational number is a point on a number line. (SMP 3)
Using positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of zero. (SMP 3)
Recognizing opposite signs of numbers as indicating locations on opposite sides of zero.
Recognizing that the opposite of the opposite of a number is the number itself.
Answering questions such as… o How can you represent numbers that are less
than zero? o Describe real-life examples that use numbers
that are less than zero. o Is zero considered positive or negative? Explain
your reasoning. o Synergy Item Bank: Item ID 53035, 53204,
55355, 56104, 51268, 56090, 59773
Section 6.1 (Activities 1, 2, and 3; Examples 1, 2, and 3)
Conceptual Understanding:
Positive and Negative Numbers in Real Life
Integers on the Number Line Task
Procedural Skills and Fluency:
Opposite Directions
Khan Academy: Intro to negative numbers
Khan Academy: Number opposites
Application:
Mile High Task
Lakes of North America Task
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 8 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
1-2 days
I will compare and order integers by… 6.NS.5, 6.NS.6c, 6.NS.7a, 6.NS.7b
Finding and positioning integers and other rational numbers (fractions and decimals) on horizontal and vertical number lines.
Interpreting statements of inequality as statements about the relative position of two numbers on a number line.
Writing, interpreting, and explaining statements of order for rational numbers in real-world contexts. (SMP 2, 3)
Answering questions such as… o Explain how to use a number line to compare
two integers. (SMP 3, 5) o How can you use a number line to compare
positive and negative fractions and decimals? o Does every number have an opposite? Give
examples to justify your reasoning. o “The farther right a number is on the number
line, the greater it is.” Do you agree or disagree with this statement? Explain your reasoning.
o “The farther left a number is on the number line, the less it is.” Do you agree or disagree with this statement? Explain your reasoning.
o Synergy Item Bank: Item ID 53290, 55348, 55349, 55361, 55363, 55571, 56108
Section 6.2 (Activities 1 and 2; Examples 1, 2, 3, 4, and 5)
Section 6.3 (Activities 2 and 3; Examples 2 and 3)
STEM Video: Tuning a Guitar
Conceptual Understanding:
Guess My Integer Procedural Skills and Fluency:
Plotting Rational Numbers
Khan Academy: Negative decimals & fractions on the number line
Khan Academy: Comparing negative numbers
Desmos: Order Rational Numbers
Desmos: Ordering Integers Application:
Fractions on the Number Line Task
STEM Video Performance Task: Tuning Guitars
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 9 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
2 days
I will explore absolute value by… 6.NS.7c, 6.NS.7d
Explaining that the absolute value of a rational number is its distance from 0 on the number line. (SMP 3)
Interpreting absolute value as magnitude for a positive or negative quantity in a real-world situation.
Comparing and ordering absolute value expressions.
Answering questions such as… o What does the absolute value of a number
represent? o “Absolute values are always positive.” Do you
agree or disagree with this statement? Explain your reasoning.
o Synergy Item Bank: Item ID 52921, 53042, 53222, 55351
Section 6.4 (Activities 1 and 2; Examples 1, 2, and 3)
Conceptual Understanding:
Absolute Value Task
Procedural Skills and Fluency:
Khan Academy: Absolute value
Application:
Above and Below Sea Level Task
3 days
I will add integers by…
7.NS.1a-d
Using manipulatives to create conjectures about the rules for adding integers. (SMP 5, 7, 8)
Using a horizontal and vertical number line diagram.
Showing that a number and its opposite have a sum of zero (called additive inverses).
Explaining p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. (SMP 3)
Interpreting sums of integers by describing real-world contexts. (SMP 2)
Answering questions such as… o Why do additive inverses have a sum of zero? o How can you add integers using multiple
methods? o How is adding integers similar to adding whole
numbers? How is it different? o Synergy Item Bank: Item ID 53043, 53059,
53334, 53337
Section 11.2 (Activities 1, 2, 3, and 4; Examples 1, 2, and 3)
STEM Video: Freezing Solid
Conceptual Understanding:
Adding Integers with Number Lines
Adding Two-Digit Numbers Task
Additive Inverse Video
myPD Course #2572: Adding Integers With Two Color Counters
Procedural Skills and Fluency:
Integer Addition – Beat the Computer Drill
Adding Integers Tic-Tac-Toe
Khan Academy: Intro to adding negative numbers
Application:
STEM Video Performance Task: Melting Matters
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 10 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
3 days
I will subtract integers by…
7.NS.1a-d
Using manipulatives to create conjectures about the rules for subtracting integers. (SMP 5, 7, 8)
Showing that the distance between two integers on a number line is the absolute value of their difference.
Explaining subtraction of integers as adding the
additive inverse, )( qpqp . (SMP 3)
Interpreting differences of integers by describing real-world contexts. (SMP 2)
Answering questions such as… o Why do you add the inverse when subtracting? o How can you subtract integers using multiple
methods? o How is subtracting integers similar to
subtracting whole numbers? How is it different? (SMP 7)
o Synergy Item Bank: Item ID 53316, 57151, 64844, 67686
Section 11.3 (Activities 1, 2, 3, and 4; Examples 1, 2, and 3)
Conceptual Understanding:
Subtracting Integers Using Two-Color Counters PowerPoint
Subtracting Two-Digit Numbers Task
Integer Operations on the Number Line – Which One Doesn’t Belong?
Procedural Skills and Fluency:
Adding and Subtracting Integers Comic Strip Activity
Top This Game
Adding and Subtracting Integers Math-O
Adding and Subtracting Integers Tic-Tac-Toe
Khan Academy: Intro to subtracting negative numbers
Khan Academy: Adding & subtracting with negatives on the number line
Application:
Cliff Diving Task
Differences of Integers Task
Modeling: How Much Did the Temperature Drop? (SMP 4)
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 11 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
2-3 days
I will check my understanding of adding and subtracting of integers by participating in the FAL.
OPTION 1: FORMATIVE ASSESSMENT LESSON
Adding and Subtracting Directed Numbers (SMP 1, 2, 3, 5, 6, 7, 8)
2 days
I will multiply integers by…
7.NS.2a-d
Using manipulatives to create conjectures about the rules for multiplying integers. (SMP 5, 7, 8)
Explaining why the product of two negative numbers must be positive using properties, i.e. (–1)(–1) = 1. (SMP 3)
Interpreting products of integers in real-world contexts. (SMP 2)
Answering questions such as… o How can you multiply integers using multiple
methods? o How is multiplying integers similar to multiplying
whole numbers? How is it different? o Synergy Item Bank: Item ID 53058, 53339,
53354, 53444, 53449, 57147
Section 11.4 (Activities 1, 2, 3, and 4; Examples 1, 2, 3, and 4)
Conceptual Understanding:
myPD Course #2574: Multiplying Integers with Two Color Counters
Multiplying Two-Digit Numbers Task
Why is a Negative Times a Negative Always Positive? Task
Procedural Skills and Fluency:
Integer Multiplication – Beat the Computer Drill
Right on Target Game
Add, Subtract, Multiply Integer Operations – How Do They Fit?
Integers Product Game
Khan Academy: Multiply & divide negative numbers
Khan Academy: Exponents with negative bases
Application:
Multiply to Make 64 Task
The Running Videos Task
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 12 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
2 days
I will divide integers by…
7.NS.2a-d
Using manipulatives to create conjectures about the rules for dividing integers. (SMP 5, 7, 8)
Explaining that integers can be divided as long as the divisor is not zero and know that every quotient of integers is a rational number. (SMP 3)
Interpreting quotients of integers in real-world contexts.
Answering questions such as… o Compare and contrast multiplying and dividing
integers. o How can you divide integers using multiple
methods? o How is dividing integers similar to dividing whole
numbers? How is it different? (SMP 7) o Synergy Item Bank: Item ID 53315, 53442,
53446, 53448, 64215
Section 11.5 (Activities 1, 2, 3, and 4; Examples 1, 2, 3, and 4)
Conceptual Understanding:
Dividing Positive and Negative Numbers Video
Dividing Two-Digit Numbers Task
Missing Factor Model for Dividing Integers
myPD Course #2467: Dividing Integers with Two Color Counters
Procedural Skills and Fluency:
Integer Division – Beat the Computer Drill
Multiplying and Dividing Integers Connect 4
Mixed Operations with Integers Math-O
Substituting Negative Values into Algebraic Expressions
Khan Academy: Multiply & divide negative numbers
Khan Academy: Negative signs in fractions
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 13 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
2 days
I will apply operations of rational numbers by…
7.NS.3
Converting a fraction into a decimal.
Adding, subtracting, multiplying, and dividing positive and negative decimals, fractions, and mixed numbers.
Solving real-world and mathematical problems involving the four operations with positive and negative rational numbers.
Applying properties and order of operations as strategies to add, subtract, multiply, and divide positive and negative rational numbers.
Answering questions such as… o When would you need to add, subtract, multiply,
or divide rational numbers in a real-world context?
o How is adding rational numbers similar to adding integers? How is it different?
o Synergy Item Bank: Item ID 70785, 53053, 53268, 53332, 53475, 67819, 57148
Section 12.1 (Example 1)
Section 12.2 (Activities 1 and 2; Examples 1, 2, 3, and 4)
Section 12.3 (Activities 1 and 2; Examples 1, 2, 3, and 4)
Section 12.4 (Examples 1, 2, and 4)
STEM Video: Carpenter or Joiner
Conceptual Understanding:
Converting Rational Numbers Video
Decimal Expansions of Fractions Task
Operations on the Number Line Task
Rational Numbers – Which One Doesn’t Belong?
Multiplying Fractions 3 Task Procedural Skills and Fluency:
Converting Between Fractions and Decimals Task
Decimal Maze
Multiplying Rational Numbers Product Game
Khan Academy: Adding & subtracting negative fractions
Khan Academy: Multiply & divide negative fractions
Application:
Differences and Distances Task
Who is the Better Batter? Task
STEM Video Performance Task: Precisely Perfect
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 14 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
3 days
I will explore the coordinate plane by… 6.NS.6b, 6.NS.6c,
6.NS.8
Identifying the components of the coordinate plane, such as the axes, origin, and quadrants.
Plotting ordered pairs in all quadrants, including ordered pairs with rational numbers.
Identifying the coordinates of an ordered pair in a graph.
Identifying the location of an ordered pair based on the signs of the numbers in the ordered pair.
Recognizing that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one of both axes.
Describing how the signs of ordered pairs are affected by reflections across the x-axis and/or y-axis.
Answering questions such as… o Explain how to locate points on the coordinate
plane. (SMP 3) o How do you know if a point is to the right or the
left of the y-axis? How do you know if a point is above or below the x-axis?
o Describe the location of an ordered pair with zero as its x or y coordinate.
o What conjectures can you make about the signs of coordinates in each quadrant?
o Describe how to reflect a point over the x-axis, y-axis, or both axes.
o Synergy Item Bank: Item ID 52423, 52427, 53232, 53233, 53273, 53282, 53289
Section 6.5 (Activities 1 and 2; Examples 1, 2, and 4)
Extension 6.5 (Examples 1 and 2)
Conceptual Understanding:
Plotting Points in the Coordinate Plane Task
Graphing Points on a Coordinate Plane Task
Procedural Skills and Fluency:
Desmos: Coordinate Plane Activity
Desmos: The (Awesome) Coordinate Plane Activity
Coordinate Plane: Reflecting Points Video
Reflecting Points on the Coordinate Plane Technology Activity
Khan Academy: Coordinate plane
Desmos: Battle Boats
Application:
Port Royal A Sunken City Task
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 15 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
1 day
I will check my understanding of graphing on the coordinate plane by participating in the FAL.
OPTION 2: FORMATIVE ASSESSMENT LESSON
Reflecting Points Over Coordinate Axes (SMP 1, 2, 3, 5, 6, 7, 8)
2 days
I will solve real-world and mathematical problems involving the coordinate plane by…
6.G.3
Drawing polygons in the coordinate plane given coordinates for the vertices.
Finding distance between ordered pairs on a graph with the same first coordinate or the same second coordinate.
Using of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Answering questions such as… o Why is the length of a segment always positive? o Explain how you find the distance between two
points. o When finding distance between ordered pairs on
a graph with the same first coordinate or the same second coordinate, which do you prefer: counting the distance or adding the absolute values? Explain your reasoning.
o Synergy Item Bank: Item ID 52408, 52470, 53106, 53107
Section 4.4 (Activities 1, 2, and 3; Examples 2 and 3)
Section 6.5 (Example 3; Exercises 25-34, 53)
Conceptual Understanding:
Desmos: Zombie Apocalypse
Area of a Quadrilateral on a Coordinate Plane Task
Procedural Skills and Fluency:
Distance Between Points Task
Khan Academy: Polygons on the coordinate plane
Desmos: Rectangle Ordered Pairs Card Sort
Application:
Facial Recognition Task
Unit 4 Integers and the Coordinate Plane Math 6 ACC
LONG BEACH UNIFIED SCHOOL DISTRICT 16 Posted 12/21/17 2017-2018
Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction
Days Learning Target Expectations Big Ideas Math Advanced 1
(Activities and Lessons) Supplemental Resources
1 day
I will prepare for the unit assessment on integers and the coordinate plane by…
Incorporating the Standards for Mathematical Practice (SMPs) along with the content standards to review the unit.
Ch. 6 Study Help (p. 266)
Ch. 6 Review (p. 285 – 287)
Ch. 11 Study Help (p. 494)
Ch. 11 Review (p. 509 – 511)
Application:
Temperature Task
Hotel Elevator Task
Bottling Task
1 day Unit Assessment
Students will take the Synergy Online Unit Assessment. Unit Assessment Resources (Word or PDF) can be used throughout the unit.
At this point, all standards addressed in the Grade 6 SBAC Interim Assessment Block – The Number System and Grade 6 SBAC Interim Assessment Block – Geometry have been covered.
This block may now be administered.