FRAME THE LESSON
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Readiness TEKS:
6.2(D)- Order a set of rational numbers arising from
mathematical and real-world contexts
6.4(G)- Generate equivalent forms of fractions,
decimals, and percent using real-world problems,
including problems that involve money
Supporting TEKS:
6.2(A)- Classify whole numbers, integers, and rational
numbers using a visual representation such as a Venn
diagram to describe relationships
6.2(C)- Locate, compare, and order integers and
rational numbers using a number line
Process TEKS:
6.1A, 6.1B, 6.1C, 6.1D, 6.1E, 6.1F, 6.1G
TEACHER:
CLASS:
6th Math
LESSON DATE: September 15
Unit 2: Ordering Fractions, Decimals, and Integers
M T W TH F
1st 6 Week Period
Engage:
 Spiral Review #15
 In Go Math: Teacher Edition use “Questioning Strategies” and “Avoiding Common
Errors” to create a class discussion and encourage academic vocabulary as well
as higher level questioning. The strategies are on page 9 for Lesson 1.1 in your
TE (Teacher Edition).
Engage:
Explore:
Explain:
Elaborate:
Explore/Evaluate:
 Utilize 1.1 Independent Practice to create a game.
o Create a flash card set from the questions and have students work on
whiteboards with expo markers to race as they flip over the problems. I
generally give the first person done, four points, the second person done
three points, the third person done two points, and the remaining players
one point when they finish. They may show their work in their workbooks if
it is easier.
o You could also have students take turns racing for their team on the big
whiteboard. If you do this, I would also have students seated solve it to
win points for their team for a “Sit Down Challenge.”
Week 4
Resources/
Materials:
Flash Cards
Whiteboards
Expo Markers
Evaluate:
ELPS:
c.1.D, c.2.D, c.3.D
Critical Writing Prompt:
Stop & Check for Understanding—High Level Questions
Objective/Key Understanding:
The student will apply mathematical process standards to
develop an understanding of proportional relationships in
problem solving.
The student will apply mathematical process standards to
solve problems involving proportional relationships.
The students will work in collaborative groups to build math
skills.
Closing Product/ Question/ Informal
Assessment:
Visual representations can be used to represent
relationships between sets and subsets of
numbers.
 How are counting (natural) numbers,
whole numbers, integers, and rational
numbers related?
 What types of visual representations can
be used to represent the relationships
between sets and subsets of numbers?
Numbers can be ordered based on their numerical value (positive and negative rational numbers).
 How is place value used to order a set of numbers?
 How are quantifying descriptors used to determine the order of a set of
numbers? (e.g., How do the quantifying descriptors such as ascending order, least to
greatest, fastest to slowest, shortest to longest, etc. determine the order of a set of
numbers?)
Small Group Purposeful Talk Question Stems:



How can an equivalent decimal be
generated given a fraction or percent?
How can an equivalent percent be
generated given a decimal or fraction?
What relationships exist between
equivalent fractions, decimals, and
percent?
Rigor & Relevance (Real World
Connection)
Numbers are used in everyday life.


How can an equivalent fraction be generated
when given a decimal or percent?
What are numbers and how are numbers used in everyday life?
How and why do different situations or labels affect the relative size
(magnitude) of the number?
Beginning on February 10, 2011, the average
temperature in Nowata, Oklahoma was -31°F.
For seven consecutive days, the average
temperature was recorded in the table below.
Vocabulary:
Counting (natural) numbers
Place value
Rational numbers
Integers
Positive rational numbers,
Whole numbers
Order numbers
a) Create a visual representation, such as a
Venn diagram, to organize and display the
relationships between the sets and subsets of
numbers: