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Anna Guardino

Content Area: Math Cooperating Teacher: Mrs. Marissa Drogin

Grade: 6 Lesson# 2 Topic: Ordering Rational Numbers Date: November 21, 2016

School District: Garden City School: Garden City Middle School

After learning how to order rational numbers through direct instruction, answering problems

independently, and completing the ordering fractions and decimals activity, students will

complete the Exit Ticket on fractions and decimals answering three out of three questions

correctly.

Domain: The Number System

Cluster: Apply and extend previous understandings of numbers to the system of rational

numbers.

Standard: 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.

Indicator:

This will be evident when students learn how to compare and order rational numbers on a

number line diagram.

Speaking and Listening; Comprehension and Collaboration (SL.6.1)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and

expressing their own clearly.

Indicator:

This will be evident when students engage in teacher-led and group discussions on

comparing and ordering rational numbers. Students will express their own ideas and

build upon others ideas throughout the discussions.

INSTRUCTIONAL RESOURCES

Smart Board

Writing Utensils

White Board and Markers

Picture of of a Large Pizza Pie

Go Math Workbook

Math Notebook

Converting Fractions to Decimals video

Ordering Fractions and Decimals Activity

Ordering Fractions and Decimals Worksheet

Comparing and Ordering Fractions and Decimals Notes

Exit Ticket

Horseshoe Pitching Worksheet

Wrenches! Worksheet

The teacher will project a picture of of a large pizza pie onto the SmartBoard. As a do now,

students will be instructed to represent the large pizza pie as a fraction and a decimal.

DEVELOPMENTAL PROCEDURES

1. Students will be called upon to rewrite some of their previous nights homework

questions on the whiteboard. The students will listen to the teacher review the homework

questions on the whiteboard, while they are checking their homework for correct and

incorrect answers (How did you get this answer? Why is this answer correct? Was the

answer a terminating or repeating decimal? Who else agrees with this answer?).

2. Students will listen to the teacher provide the answers to the two do now questions. If

there is any confusion, the teacher will review how to correctly answer the questions

(Does anyone have any questions?).

3. Students will watch a video entitled Converting Fractions to Decimals to review the

previous days lesson.

4. Through direct instruction, students will learn how to compare and order rational

numbers including fractions and decimals on a number line diagram. Students will write

notes on how to order fractions and decimals on the Comparing and Ordering Fractions

and Decimals Notes Sheet. The teacher will model two example problems, as the students

follow along, writing down how to do each problem on their Comparing and Ordering

Fractions and Decimals Notes Sheet. Each problem will have fractions and decimals to

order. The first example problem will require students to rewrite all of the rational

numbers as fractions before ordering. The second example problem will require students

to rewrite all of the rational numbers as decimals before ordering (How would I convert

this fraction to a decimal? How would I convert this decimal to a fraction? When you

converted the fraction into a decimal, what did you get? When you converted the decimal

into a fraction what did you get? Why did you list the fractions and decimals in that

order? What is the first step in comparing and ordering fractions and decimals? Should

we convert all of these numbers to decimals or to fractions? How can we make all of the

decimals have the same place value? Do these fractions have a common denominator, if

not what is the common denominator?).

5. Students will be instructed to independently complete the third problem on their

Comparing and Ordering Fractions and Decimals Notes Sheet.

6. Students will engage in a Checkmates cooperative learning technique. Students will find

a partner and compare their answers to the problem they completed on their own. They

will be instructed to discuss how they found their answers and if their answers differ,

come to an agreement on one (What was you and your partners answer? How did you

find that answer? What were the steps you took to complete this problem?).

7. Students will work in groups of four or five to order fractions and decimals from least to

greatest. Each group of students will receive two sets of fraction and decimal cards and

will be instructed to order each set. Students will be instructed to show their work when

converting fractions to decimals or decimals to fractions and write the ordered rational

numbers on a number line diagram on their Ordering Fractions and Decimals worksheet.

Each group will share with the class the order of their fractions and decimals for each set

(Why did you place that fraction before that decimal on the number line diagram? Why

did you place that decimal before that fraction on the number line diagram? What is the

order of your rational numbers?).

8. Students will independently complete the Exit Ticket on fractions and decimals.

cooperative learning technique.

Direct Instruction: This will be evident when the teacher explains to the students how to order

fractions and decimals on a number line diagram and when the teacher models two ordering

problems.

Independent Study: This will be evident when students complete a problem on ordering fractions

and decimals on their own on their Comparing and Ordering Fractions Notes Sheet.

Group Work: This will be evident when students work together to complete the ordering

fractions and decimals activity.

ADAPTATIONS (Exceptionality*)

The student who struggles to focus and attend will be re-focused and re-directed through the use

of specific non-verbal cues.

The student with fine motor skills will be given a handout at the end of the lesson that contains

the answers to all of the problems completed throughout the lesson.

DIFFERENTIATION OF INSTRUCTION

Auditory Learners: Auditory learners will succeed when they have the opportunity to listen to the

teacher explain how to order fractions and decimals and when they listen to the video entitled

Converting Fractions to Decimals.

Bodily-Kinesthetic Learners: Bodily-Kinesthetic learners will succeed when given the

opportunity to participate in the ordering fractions and decimals activity.

Visual Learners: Visual learners will succeed when they are able to view the multiple math

problems modeled on the whiteboard.

Interpersonal Strengths: Students with interpersonal strengths will succeed when given the

opportunity to participate in a Checkmates cooperative learning technique.

The teacher will informally assess students by working with and monitoring students as they

complete the ordering fractions and decimals activity.

The students will be formally assessed when they complete and hand in the Exit Ticket,

answering three out of three questions correctly.

INDEPENDENT PRACTICE

Following the lesson on comparing and ordering fractions and decimals, students will complete

questions one to five and twelve to fourteen on page 62 of their Go Math workbook as a

homework assignment. Students will be instructed to show their work on looseleaf and to order

the fractions and decimals on a number line diagram.

ENRICHMENT

Direct Teacher Intervention: The student, under direct intervention with the teacher, will

complete the Wrenches! worksheet. Before completing the Wrenches! worksheet, the teacher

will instruct the student to write down what it is exactly they are asked to do in the problem. The

student, with the help of the teacher, will also write down the steps to follow when converting

fractions into decimals and decimals into fractions. With guided help, the student will complete

the problem on the Wrenches! worksheet using the steps they had written down.

Academic Enrichment: Students who easily met the lesson objective will complete the

Horseshoe Pitching worksheet that incorporates social studies into mathematics. Students will

further their knowledge on comparing fractions while relating the concept to a real-life

experience.

`

REFERENCES

Brainpop. (n.d.). Converting Fractions to Decimals [Video file]. Retrieved from https://www.

brainpop.com/math/numbersandoperations/convertingfractionstodecimals/

Burger, E., Dixon, J., Kanold, T., Larson, M., Leinwand, S., & Sandoval-Martinez, M. (2014).

New York State P-12 Common Core Learning Standards for English Language Arts & Literacy.

common-core-learning-standards-for-english-language-arts-and-literacy

New York State P-12 Common Core Learning Standards for Mathematics. (n.d.).

docs/nysp12cclsmath.pdf

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