Download Bundle 2 Grade 6 Math - East Allen County Schools

EAST ALLEN COUNTY SCHOOLS
Bundle 2
Grade 6
Math
Integers,
Number Line
Big Idea: Perception
Enduring Understandings
Essential Questions
Positive and negative integers are reflections based upon the value of zero
at the center.
Adding and subtracting positive and negative integers demonstrates the
inverse relationship of addition and subtraction.
Absolute value is the distance of a number from zero on a number line.
Measuring temperatures near zero, altitudes near sea level, or any values
above or below a set standard are real-world applications of integers.
CC/Learning Targets
*6.1.1
*6.1.2
*6.1.3
*6.2.2
6.7
6.NS.5
6.NS.7
6.EE.5
6.EE.7
6.EE.8
6.EE.9
What is absolute value?
In what ways can a number line represent real-world situations or
calculations?
What is a consistent way of remembering the rules for adding, subtracting,
multiplying, and dividing positive and negative integers?
How can you represent multiplication and division on a number line?
Core Vocabulary
absolute value
integers
Links to Technology
-Math!!! (app)
-Whiteboard (app)
-Show Me (app)
-SAS Flashcards (app)
Bundle Performance Task(s)
Using this hyperlink: Indiana Temperature Extremes, the students will create a table (include city, year, and temperature) which shows twenty of the record low
temperatures that occurred in January. They will also make a table (include city, year, and temperature) which shows twenty of the record high temperatures which
occurred in July. Students will calculate how much colder absolute zero is than at least five of the record low temperatures (absolute zero is about -459 degrees
Kelvin). Students will also calculate how much hotter the boiling point of water is than at least five of the record high temperatures. (The boiling point of water is
212 degrees Fahrenheit.)
As an extension, students may create a table which shows at least ten of the record high temperatures for each of the following months: June, July, August. They
will then analyze where most of the record high temperatures occurred. Were they mostly found in the northern, middle, or southern part of Indiana? They may also
find the five record high temperatures and five record low temperatures which occurred closest to the current year. Are there any noticeable trends?
There is also a 2nd extension activity located at the end of this bundle.
Grade 6
Math Bundle 2
Quarter 1
Sept.-Oct.
Recommended Read-Alouds
Title
Big Idea: Perception
Author
Relates to…
Little Numbers
Edward Packard
Numbers Less Than One
Math Curse
Jon Scieszka
Perception
Math Man
Teri Daniels
Percentage/ Fractions
The Wishing Club
Donna Jo Napoli
Fractions
Math Appeal
Harry Briggs
Problem Solving
Math for All Season
Greg Tang
Problem Solving
Piece=Part=Portion: Fractions=Decimals=Percents
Scott Gifford
Fractions/Decimals/Percents
Less Than Zero
Stuart Murphy
Integers/Graphs
Dinosaur Deals
Stuart Murphy
Equivalency
L.A. Bundle 2
Read-Alouds
Page 2 of 5
Math
G6 - Bundle 2
CC/Learning Targets
6.1.1
6.1.2
6.1.3
a. Define negative numbers. Include the
definition of integers and their opposites.
b. Represent given situations using positive
and negative numbers.
c. Solve problems involving the concept of
integers (e.g., on a number line, in counting,
in temperature, in "owing"). My bank
account is overdrawn by $15. How much
money must I deposit to have a balance of
$20?
a. Define and model the concept of absolute
value for any integer, positive or negative
fraction, and positive or negative decimal.
b. State and write the absolute value of any
integer, positive or negative fraction, and
positive or negative decimal.
a. Compare positive fractions, decimals and
mixed numbers using the symbols <, >, or =.
Students may use conversions or their
number sense of the relative size of
numbers to compare.
b. Plot points on a number line to represent
positive fractions, mixed numbers and
decimals.
c. Plot the approximate location of positive
fractions, decimals and mixed numbers on a
number line.
d. Compare integers and plot them on a
number line.
Resource of Ideas
-Holt Middle School Math, Lesson 9-1
Evidence of Learning
-Apply negative numbers to a
number line for real life situations:
(extreme temperatures, elevation
below sea level, etc.)
-Less Than Zero by Stuart Murphy (integers/graphs)
-Dinosaur Deals by Stuart Murphy (equivalency)
-Absolute value quiz (interactive)
-Absolute value quiz (interactive)
-Lobster Dive (app)
-Holt Math Corresponding Lesson
Resources
-Absolute value lesson (interactive practice at bottom of page)
-Absolute value lesson (interactive practice at bottom of page)
-Holt Middle School Math, Lesson 9-1
-Math Man by Teri Daniels (percentage/fractions)
-The Wishing Club by Donna Jo Napoli (fractions)
-Little Numbers by Edward Packard (fractions)
-Inequalities on a number line lesson (interactive practice at bottom of
page)
-Integers on a number line lesson
-Number lines lesson (interactive practice at bottom of page)
-Decimals on number lines(interactive practice at bottom of page)
-“Don’t be Negative About Negative Signs,” integers rap song
-Holt Middle School Math, Lessons 3-1, 9-4, 9-5
-Holt Math Corresponding Lesson
Resources
-Integers on a number line quiz
(interactive)
-Number lines quiz (interactive)
-Decimals with number lines quiz
(interactive)
Math
G6 - Bundle 2
e. Compare integers, positive and negative
fractions, positive and negative decimals,
and positive and negative mixed numbers.
f. Plot integers, positive and negative
fractions, positive and negative decimals,
and positive and negative mixed numbers.
g. Plot the approximate location of integers,
positive and negative fractions, positive and
negative decimals, and positive and
negative mixed numbers on a number line.
6.2.2
(6.NS.2)
a. Using models, determine the results of
using multiplication on integers by doing the
following: multiplying two positives,
multiplying two negatives, multiplying a
positive and a negative.
b. Analyze the results of multiplication on
integers; state and justify the rules for
multiplying integers.
c. Using models, determine the results of
using division on integers by doing the
following: dividing two positives, dividing two
negatives, and dividing a positive and a
negative.
d. Analyze the results of division on integers;
state and justify the rules for dividing
integers.
Fluently divide multi-digit numbers
using the standard algorithm.
(Notes: Sufficient practice and
support throughout the year are
needed to help students meet this
fluency.)
-Add, subtract, multiply, and divide visually on a number line
(interactive)
-Positive and negative integer multiplication visually (interactive)
-Holt Middle School Math, Lessons 9-6, 9-7
-Holt Middle School Math, pp. 667
-Holt Math Corresponding Lesson
Resources
Math
6.7
G6 - Bundle 2
Problem Solving
-Five Easy Steps to a Balanced Math Program for Secondary Grades,
pp. 29-73
-The Problem Solver 6: Activities for Learning Problem-Solving
Strategies
-Problem Solver Activities
-See Problem Solving Template
in Appendix.
-Math Appeal by Harry Briggs (problem solving)
-Math for All Seasons by Greg Tang (problem solving)
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.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
-Holt Middle School Math, pp. 451-455
-Holt Math Corresponding Lesson
Resources
-Holt Middle School Math, pp. 451, 454-457, 463
-Holt Math Corresponding Lesson
Resources
Math
6.EE.5
6.EE.7
6.EE.8
example, write –3 0C > –7 0C to
express the fact that –3 0C is
warmer than –7 0C.
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.
Understand solving an equation or inequality
as a process of answering a question: which
values from a specified set, if any, make the
equation or inequality true? Use substitution
to determine whether a given number in a
specified set makes an equation or
inequality true.
Solve real-world and mathematical problems
by writing and solving equations of the form
x + p = q and px = q for cases in which p, q
and x are all nonnegative rational numbers.
Write an inequality of the form x > c or x < c
to represent a constraint or condition in a
real-world or mathematical problem.
Recognize that inequalities of the form x > c
or x < c have infinitely many solutions;
G6 - Bundle 2
-Holt Middle School Math, pp. 76-77
-Holt Math Corresponding Lesson
Resources
-Holt Middle School Math, pp. 604-605
-Problem Solver Activities
-See Problem Solving Template
in Appendix.
-Holt Middle School Math, pp. 76-77
-Holt Math Corresponding Lesson
Resources
Math
6.EE.9
represent solutions of such inequalities on
number line diagrams. independent
variable. Analyze the relationship between
the dependent and independent variables
using graphs and tables, and relate these to
the equation. For example, in a problem
involving motion at constant speed, list and
graph ordered pairs of distances and times,
and write the equation d = 65t to represent
the relationship between distance and time.
Use variables to represent two quantities in
a real-world problem that change in
relationship to one another; write an
equation to express one quantity, thought of
as the dependent variable, in terms of the
other quantity, thought of as the independent
variable. Analyze the relationship between
the dependent and independent variables
using graphs and tables, and relate these to
the equation. For example, in a problem
involving motion at constant speed, list and
graph ordered pairs of distances and times,
and write the equation d = 65t to represent
the relationship between distance and time.
Correlating CC/Learning Targets
6.1.4
6.1.5
6.2.1
6.2.5
G6 - Bundle 2
-Variables (independent/dependent
-Independent and Dependent Variables - YouTube
-Problem Solver Activities
-See Problem Solving Template
in Appendix.
Teacher Notes
-Problem Solving indicators need to be embedded in each Bundle
-Nlvm.usu.edu (huge library of virtual manipulatives for all standards!)
-Studyzone.com (huge library of process and content activities; many are interactive)
-Onlinemathlearning (huge library of online videos for all standards)
-Study Jams (huge resource of interactive lessons and activities)
-Five Easy Steps to a Balanced Math Program for Secondary Grades, pp. 75-100
-All embedded apps included in this curriculum are free.