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# Teacher Candidate: Joanna Verde College Supervisor: Ms.

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

## INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

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.

## NYS-CCLS- Mathematics: 6.NS.C.7b

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.

## ELA & Literacy Standard (NYS- CCLS)

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

## MOTIVATION (Engaging the learner(s)*)

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: This will be evident when students participate in a Checkmates

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.

## ASSESSMENT (artifacts* and assessment [formal & informal]*)

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.

## FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

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).

## Go Math Middle School Grade 6. Orlando, FL: Houghton Mifflin Harcourt.

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

## (n.d.). Retrieved from https://www.engageny.org/resource/new-york-state-p-12-

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

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

## Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/pdf

docs/nysp12cclsmath.pdf