Grade 6 Mathematics, Quarter 3, Unit 3.

Rational Numbers and Computational Fluency

Overview
(1 day = 4560 minutes)

Number of instructional days:

Content to be learned

15

Mathematical practices to be integrated 2. Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Use quantitative reasoning that entails creating a coherent representation of quantities 5. Use appropriate tools strategically. Consider available tools when solving a mathematical problem. 6. Attend to precision. Accurately locate rational numbers on a number line. Understand the differences between positive and negative values. Use the standard algorithms to calculate accurately and efficiently. 8. Look for and express regularity in repeated reasoning. Notice if calculations are repeated. Look for both general methods and shortcuts Continually evaluate the reasonableness of intermediate results.

Describe and recognize quantities having opposite directions or values. Use positive and negative numbers to represent quantities in real-world context. Understand that rational numbers can be represented as points on a number line. Understand signs of ordered pairs and their locations in the quadrants of the coordinate plane. Recognize that when an ordered pair differs only in sign, it is a reflection of the point across at least one axis. Increase fluency when dividing multi-digit numbers and when performing all four operations with multi-digit decimals using the standard algorithms.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Essential questions What real-world situations can be represented by positive and negative numbers? What is the relationship of a number and its opposite? How can rational numbers be graphed on number lines? What is the meaning of the ordered pair ( x, y)? How do you plot it on a coordinate plane? How does the sign of each coordinate in an ordered pair affect its location on the coordinate plane? What does it mean to reflect an ordered pair over an axis on the coordinate plane? How are multi-digit numbers divided using the standard algorithm? What are the differences between the standard algorithms for decimals?

Written Curriculum
Common Core State Standards for Mathematical Content The Number System 6.NS

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. 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. 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.

6.NS.6

b.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Compute fluently with multi-digit numbers and find common factors and multiples. 6.NS.2 6.NS.3 Fluently divide multi-digit numbers using the standard algorithm. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Common Core Standards for Mathematical Practice 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation ( y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding ( x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Clarifying the Standards Prior Learning In grade 5, students fluently multiplied numbers using the standard algorithm. In elementary school, they worked with positive fractions, decimals, and whole numbers on the number line and points in Quadrant I of the coordinate plane. Current Learning In grade 6, students extend their knowledge of the number line to represent all rational numbers and recognize that number lines can be horizontal or vertical. These number lines are then used to create a coordinate plane by intersecting the number lines at (0, 0), or the origin. Students identify the four quadrants and are able to identify the quadrant for an ordered pair based on the signs of the coordinates. This is a critical area according to the CCSS and a major cluster according to PARCC. Students are expected to be fluent in the division of multi-digit numbers as well as fluent in computation of multi-digit decimals. Future Learning In grade 7, students will add, subtract, multiply, and divide within the rational number system using real-world and mathematical problems. They will graph relationships on coordinate plane.

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014

Students will analyze data represented on the coordinate plane. They will use their knowledge of the coordinate plane to find slope and graph linear equations. Additional Findings According to Principles and Standards for School Mathematics , in grades 68 students develop meaning for integers and represent and compare quantities with them. (p. 214) It is essential that students become comfortable relating symbolic expressions to graphical representation. (p. 223) According to PARCC, students apply and extend previous understanding of numbers to the system of rational numbers. (p. 30) According to PARCC, fluently dividing multi-digit numbers as well as performing all operations with multi-digit decimals are the culminating standards for several years worth of work with division of whole numbers. (p. 27)

Southern Rhode Island Regional Collaborative with process support from The Charles A. Dana Center at the University of Texas at Austin Revised 2013-2014