LESSON PLANS Subject__6th Grade Math___Date___9/25/2013_ Period __Block 1,2,3__ Standards: 6.NS.

.7a- 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. Lesson Goal: Students will be able to - Write and interpret statements of order for rational numbers in real-world contexts - Compare and order rational numbers (with a number line) - Place Rational Numbers, their opposites, and their absolute values on a number line -Justify any answers and decide if other students answers make sense Anticipatory Set: Math Minute 27- Students get one minute to complete as many problems as they can and then we check together. Refer to I can statements. Instructional Strategies: Desks grouped in rows Materials: Math Minute Calculators Pencil/paper Math books and binders Eno Board Laptop Activities: Warm up (Math Minute 27) - Students get 1 minute to complete as many problems as they can, then check them together. Record how many correct out of 10 on red sheet in binder. Improper Fraction and Mixed Number Review- Proper Conversions. We will complete rows C (improper fractions to mixed numbers) and H (mixed numbers to improper fractions) Go over pg. 57 #20 (Lesson 3.2 Identifying Opposites and Absolute Value of Rational Numbers) Lesson 3.3 Comparing and Ordering Rational Numbers- pg. 59 Equivalent Fractions and Decimals , flip to pg. 62 #1,3,4,6,8 then complete #2,5,7,9 for practice - pg. 60 Ordering Fraction and Decimals, flip to pg. 62 #10, 15, 16, 18, 20 for practice Goal Sheet (Self- Evaluation)

Accommodations for Special Learners: Students with IEPs are located in back or on the ends of rows in the classroom so the Special Ed teacher has easier access to them (this is done by her request) Students with vision problems are seated in the front of the classroom According to 5th grade OAA scores, lower achievement students sit in front of classroom as much as possible There is a Special Education teacher/ Instructional Aid in the room Assessment (formal or informal): Teacher Observation- walking around to make sure students stay on task Written assignments- non- graded in class assignment Class Discussion- we go through answers to assignments together and talk as a class on how we came to our answers Student Self-Evaluation- at the end of the lesson students fill out sheet where they decide where they are with the I can statements for the day. They use a 0-4 point or not a clue, so-so, or got it. Rating scale on how well they feel they know the material. Randomly calling upon students for answers to ensure they are staying on task and focused Reflection: Students will be able to see relationship between decimals and fractions on a number line Students will be able to turn a fraction into a decimal because they will see it is a mini division problem Students will be able to order fractions and decimals by either changing all numbers to decimals or all numbers to fractions Didnt finish pg. 60 or anything after that

LESSON PLANS Subject__6th Grade Math___Date___10/8/2013_ Period __Block 1,2,3__ Standards: 6.NS.4- Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Lesson Goal: Students will be able to - Simplify fractions using GCF -Write improper fractions as mixed numbers -Justify my answers and decide if other students answers make sense -Multiply fractions -Add fractions with using LCM Anticipatory Set: Math Minute 35- Students get one minute to complete as many problems as they can and then we check together. Refer to I can statements. Instructional Strategies: Desks grouped in rows Materials: Math Minute Calculators Pencil/paper Math books and binders Eno Board Laptop Activities: Warm up (Math Minute 35) - Students get 1 minute to complete as many problems as they can, then check them together. Record how many correct out of 10 on red sheet in binder. Sub Packet- Skill 9 Practice Page 3 (evens only) Students will practice finding the LCM of 2 numbers Fraction Review Skill 7 Practice Page 3 (1st column only) Unit 2: Number Operations Multiplying fractions - Finish pg. 81 #10, 11, 12, and 13 - Continue with pg. 81-82 Adding and subtracting fractions using LCM - Video on pg. 81 (if new projector permits) Homework: Multiplying fractions worksheet #1, 3, 5, 7, 9, 12, 15, 17 Goal Sheet (Self- Evaluation)

Accommodations for Special Learners: Students with IEPs are located in back or on the ends of rows in the classroom so the Special Ed teacher has easier access to them (this is done by her request) Students with vision problems are seated in the front of the classroom According to 5th grade OAA scores, lower achievement students sit in front of classroom as much as possible There is a Special Education teacher/ Instructional Aid in the room

Assessment (formal or informal): Teacher Observation- walking around to make sure students stay on task Written assignments- non- graded in class assignment Class Discussion- we go through answers to assignments together and talk as a class on how we came to our answers Student Self-Evaluation- at the end of the lesson students fill out sheet where they decide where they are with the I can statements for the day. They use a 0-4 point or not a clue, so-so, or got it. Rating scale on how well they feel they know the material. Randomly calling upon students for answers to ensure they are staying on task and focused We will go over homework on Wednesday Reflection: Students will be able to multiply fractions Students will be able to find the GCF of the numerator and denominator of a fraction Students will be able to simplify fractions using the GCF of the numerator and the denominator Students will be able to add/ subtract fractions by using the LCM to find the common denominator of the fractions