NAME:        Taylor Brown                        GRADE/SUBJECT:      Math                                   WEEK OF:  September 9 – 13, 2024

UNIT QUESTION (if applicable):  

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

ESSENTIAL QUESTION

Learning Targets

“I can …”

● I can create real-world situations that represent integers.

● I can explain the meaning of zero in real-world and mathematical situations using rational numbers.

● I can represent the location of positive and negative rational numbers using a number line when the point is given or not given.

● I can identify a rational number as a point on the number line to include fractions, integers,

● I can draw an extended number line beyond positive rational numbers to include negative rational numbers on horizontal and vertical number lines.

● I can define opposites of rational numbers using positive (+) and negative (-) signs relative to the distance from zero.

KEY VOCABULARY

  • opposites        
  • rational numbers 
  • integer
  • positive 
  • negative 
  • absolute value
  • horizontal
  • vertical
  • zero
  • number line

ACTIVATING STRATEGY

(Before)

Bell Ringers/ Warm Up

Bell ringer on board

Strategies used to Implement Lesson /Marzano Strategies

(examples: think-pair-share on World War II, carousel brainstorm on cells, notes on decimals)

Marzano Strategies Informal assessment of the whole class, Chunking Content, Processing Content, Recording and Representing Content, Organizing Students to Interact, Noticing When Students are not Engaged and Reacting, Using Physical Movement, Maintaining a Lively Pace, Demonstrating Intensity and Enthusiasm.

Prerequisites:

● Understand a fraction as a number on the number line; represent fractions on a number line diagram.
(3rd Grade)
● 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. (6th Grade)

Tuesday – Friday: Students will understand the absolute value of a number as its distance from zero on the number line.
Students will use absolute value to find the magnitude of a positive or negative quantity in a real-world
situation.  Students should use the open number lines to make signed number operations and absolute
value sensible.


SUMMARIZING EXIT SLIP (After)

Students will write down questions and/or tell me what they learned on a post it note and hand to me on the way out of the room.

ACOS

STANDARDS


● Math 6 - 9 Use signed numbers to describe quantities that have opposite directions or values and to
represent quantities in real world contexts.
● Math 6 - 10 Locate integers and other rational numbers on a horizontal or vertical line diagram.
● Math 6 - 10b Use rational numbers in real-world and mathematical situations, explaining the meaning
of 0 in each situation.

MATERIALS USED

Doodle Math Notes

A+ resources

Technology Used: XX__Laptop, __ Computer, __XXoverhead, XXXelmo, ___Clickers, etc.

ACCOMMODATIONS:     Retake Tests,     Preferential Seating,      Shorter Assignments,     Additional Time,      EL Strategies,       Language Modifications,

          Compacting the Subject (gifted),       Less Repetition (gifted),       Alternative Assessment,       Other:                                                                       X