TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |6 |Time allotted for instruction: |1 ½ - 2 hours |

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|Title: |Rearranging Rational Numbers |

|Lesson TOPIC: |Comparing and Ordering Rational Numbers |

| | |

|TAKS Objective: |Objective 1: |

| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|

|FoCUS TEKS and Student Expectation: |Number, operation, and quantitative reasoning. The student represents and uses rational numbers|

| |in a variety of equivalent forms. The student is expected to: |

| |(A) compare and order non-negative rational numbers |

|Supporting TEKS and Student Expectations: |(1) Number, operation, and quantitative reasoning. The student represents and uses rational |

| |numbers in a variety of equivalent forms. The student is expected to: |

| |(B) generate equivalent forms of rational numbers including whole numbers, fractions, and |

| |decimals |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Rational numbers are whole numbers, fractions, and decimals - the numbers we use in our daily lives |

|Rational numbers | |

|Fractions |A fraction is a number that expresses part of a whole. It contains a numerator and a denominator. |

|Decimals |A decimal is a number that uses place value and a decimal point to show tenths, hundredths, |

| |thousandths, and so on |

|Ordering |Ordering means placing items from greatest to least, or least to greatest |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

This lesson should be used to reinforce converting fractions to decimals. Upon entering the classroom, each student will receive a fraction square from the introduction worksheet. Once seated, each student will be instructed to convert the fraction they received to a decimal on scratch paper.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Teacher will review steps to convert a fraction to a decimal. Once the review is over, students will check their answers with a partner. Both partners must agree that the answers are correct. After the class has agreed on the answers, the teacher will select one student to stand at the front of the room. This student will be the starting point for individual students to come up and stand in the order of their given fraction (least to greatest). Teacher may ask questions like, “Where should Ken stand, to the right or left of Kim? Why?”

C. Guided activity or strategy

Teacher will monitor students as they place themselves in order, reinforcing how to order decimals/fractions. All students should be on task, as they do not know who will be called upon next.

D. Accommodations/modifications

Students requiring modifications can check answers/process with a partner during the instructional activity.

E. Enrichment

Students requiring enrichment may reteach the conversion process to a peer requiring modifications.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Rearranging Rational Number worksheet ~ Part A with a partner. Part B of this worksheet will be completed individually.

B. Accommodations/modifications

Students requiring modifications will work with a partner for Part A of the Rearranging Rational Number worksheet to reinforce skills needed to complete Part B.

C. Enrichment

iii. Assessment of Activities

A. Description

Teacher will monitor as pairs complete Part A of the Rearranging Rational Number worksheet. Part B of the worksheet will be graded on an individual basis.

B. Rubrics/grading criteria

A grade may be taken based on the Rearranging Rational Number Rubric/Answer Key

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• How are fractions and decimals alike? How are they different?

• Why is it important to know how to convert fractions to decimals?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how comparing and ordering rational numbers may look in test format by placing the TAKS questions below on the board/overhead.

B. Sample TAKS questions

1. If Janet correctly marked 0.13, 3/2, and 1/3 on a number line, which number was closest to zero?

A. 0.13

B. 0.032

C. 3/2

D. 1/3

2. Sam recorded the lengths of his model cars in inches. Which list shows the lengths in order from greatest to least?

A. 6.8 in., 6.78 in., 6.45 in., 6 ½ in., 6.34 in.

B. 6.34 in., 6.45 in., 6 ½ in., 6.78 in., 6.8 in.

C. 6.8 in., 6.78 in., 6.45 in., 6.34 in., 6 ½ in

D. 6.8 in., 6.78 in., 6 ½ in., 6.45 in., 6.34 in.

V. Key Vocabulary

Rational numbers, fractions, decimals, ordering

VI. Resources

A. Textbook

Math Advantage, Middle School I

Chapter 1: Looking at Numbers

• Comparing and Ordering, pp. 18-21

• Decimals and Fractions, pp. 22-23

B. Supplementary materials

• Rearranging Rational Numbers introduction worksheet

• Rearranging Rational Numbers worksheet

• Rearranging Rational Numbers Rubric/Answer Key

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Students can be taken to the computer lab for additional reinforcement of fraction/decimal converting. The website below is one example of an online resource:



VIII. Teacher Notes

If students need additional help with fraction/decimal conversion, the website has many tutorials available.

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