1. Stubbs and Wolfe 10/29/18 Locating Rational Numbers on a Number Line
6th grade Math Class
Stubbs and Wolfe
10/29/18
Locating Rational Numbers on a Number Line
Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

2. From which standard is today’s learning taken?
6.NS.C.6A and 6.NS.C.6C Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of a number is the number itself. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. TODAY’S TASK: Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile. Part A: Create a number line to model the situation Part B: Show Michael’s location on the number line by putting a dot in the correct location. Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
Students will NOT view this slide. This slide is for lesson planning purposes ONLY.
Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board.
Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard.
TODAY’S TASK will be the last assignment (ticket-out the door) that students complete.
TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity.

3. Questions (be sure to read the definitions for each level to make sure your question causes students to perform at the intended level – T3, T4, T5, and T6 are addressed with questions)
Question Level
Write the question(s) you will ask from this level of Bloom’s?
What part of the lesson will this happen?
What questioning strategy will you use when you ask this question?
Knowledge
Where are negative numbers on the number line? (to the left of 0, positive numbers are to the right of 0)
Frontloading
Random selector
Comprehension
Last week we compared integers on the number line, when comparing numbers, what symbol did use?
Application
How does a number line help you order rational numbers?
Analysis
How are -5 and 5 related?
Can you explain how to position decimal numbers on a number line?
Tier 1
Synthesis
What would happen if I had a fraction like 2/5 that I wanted to convert to a decimal?
Tier 2
Can you convert a fraction to a decimal?
Evaluation
Explain how to design a number line when given a fraction.
Tier 3
Explain how to design a number line and locate a point on it when given a decimal.
Students will not see this slide. This slide is simply meant for you to plan the questions you’re going to ask and to tell what part of the lesson you will ask those questions. Additionally, you will explain what questioning techniques you intend to use during this lesson.
This slide is intended to make you intentional about questioning students. It in no way limits how many questions you should ask, but it helps you to plan for the minimum amount of questions you should ask during any lesson.
Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions in the box and be sure to tell which part of the lesson you will ask those questions.
Knowledge level question stems (samples) : Students are remembering or recalling previously learned information.
What happened after ...?
How many ...?
Who was it that ... ?
Can you name the ... ?
Describe what happened at...?
Can you tell why ... ?
Find the meaning of ... ?
What is ...?
Which is true or false ... ?
Comprehension level question stems (samples): Students demonstrate an understanding of facts
Can you write in your own words...?
Can you write a brief outline ... ?
What do you think could of happened next ... ?
Who do you think ... ?
What was the main idea ... ?
Can you distinguish between ... ?
What differences exist between. ..?
Can you provide an example of what you mean ... ?
Can you provide a definition for ... ?
Application level question stems (samples): Students apply knowledge to actual situations
Do you know another instance where ... ?
Could this have happened in ... ?
Can you group by characteristics such as ... ?
What factors would you change if ... ?
Can you apply the method used to some experience of your own ... ?
What questions would you ask of ... ?
From the information given, can you develop a set of instructions about ... ?
Would this information be useful if you had a ... ?
Analysis level question stems (samples): Break down objects or ideas into simpler parts and find evidence to support generalizations.
Which events could have happened ...?
If ... happened, what might the ending have been?
How was this similar to ... ?
What was the underlying theme of ... ?
What do you see as other possible outcomes?
Why did ... changes occur?
Can you compare your ... with that presented in ... ?
Can you explain what must have happened when ... ?
What are some of the problems of ... ?
Can you distinguish between ...?
What were some of the motives behind ... ?
What was the turning point in the game?
Synthesis level question stems (samples): Compile component ideas into a new whole or propose alternative solutions.
Can you design a ... to ... ?
Why not compose a song about ...?
Can you see a possible solution to ... ?
If you had access to all resources how would you deal with ... ?
Why don't you devise your own way to deal with ... ?
What would happen if ...?
How many ways can you ... ?
Can you create new and unusual uses for ... ?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would ... ?
Evaluation level question (samples): Make and defend judgments based on internal evidence or external criteria.
Is there a better solution to ...
Judge the value of. ..
Can you defend your position about ... ?
Do you think ... is a good or a bad thing? Explain.
How would you have handled ... ?
What changes to ... would you recommend?
Are you a ... person? How do you know?
How would you feel if ... ?
How effective are … ?
What do you think about ... ?
Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purposeEvaluatingStudents can make a judgment based on criteria and standardsCreating (highest-order)Students can put elements together to form a novel, coherent whole or make an original product

4. Bellwork 5 minutes 6 minutes 9 minutes 4 minutes Time Is up 1 minute
Look at the number line that you have been given in #1 and identify the points on the number line.
Draw the number line on #2 and place the following numbers on your number line in the correct location: 0.25, 0.50, 0.75,
Which of these rational numbers is closest to zero on a number line. Explain how you know , − , , −2 4 5
Instructional supplies and copied are prepared.
This is the 1st slide seen by students. The time does not begin until you click the slide.
This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds.
Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period.
Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide.
When this slide is finished, bellwork should be collected BEFORE you go over the answers.
All bellwork must be graded and returned in 24 hours or the grade will not count.
Time is not extended.
***Students should answer three standards-based questions (test questions)

5. Bellwork Breakdown 2 minutes 4 minutes 1 minute Time Is up 3 minutes
Students will solve the problems on the whiteboard.
Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

6. Connection 60 seconds Time Is up
Today, you will learn: How to identify and locate rational numbers on the number line.
Today’s Text: TASK
Today’s Task: Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile.
Part A: Create a number line to model the situation
Part B: Show Michael’s location on the number line by putting a dot in the correct location.
Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
The information on this slide should also be written on the board (this is the white board protocol).
After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide.
Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total
Today’s Text: Every lesson should be driven by text. What text will you use to drive this work?
Today’s Task: Copy TODAY’S TASK from slide 2

7. Frontloading 4 minutes 5 minutes 2 minutes 6 minutes 1 minute
Time Is up
3 minutes
Students will watch and take notes on a video. The teacher will model: How to locate rational numbers on the number line with decimals and fractions. as-a-point-on-a-number-line-by-dividing-the-number-line-into- equal-parts/
Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write.
Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional
Additional facilitating will happen in small groups.
Frontloading can happen in any of the following ways:
Activate prior knowledge
Model thought process
I do, we do, you do
Use verbal cues
Motivational context to pique student interest/curiosity
Display historical timeline to offer a context for learning
Model activity students will be asked to complete
Break complex tasks into easier steps
Offer hints/partial solutions to problems
Teach students chants/mnemonic devices to ease memorization of key facts/procedures
Guiding students to make a prediction about what expect to occur
Allow students to contribute their own experiences that relate to the subject/content being discussed

8. Tiered Tasks 2 minutes 3 minutes 1 minute Time Is up Tier Time
Allotted
Who will begin
with this task?
Task
Tier #1 6
Minutes
Students who missed #1 and #2
Students will identify the value of the dot on the number line
Tier #2 7
Students who missed #2 and #3
Students will be grab a rational number and must place the number on the correct number line in the correct position that the rational number must go.
(Hallway)
Today’s Task 15
Students who answered #’s 1 and 2 correctly
Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile.
Part A: Create a number line to model the situation
Part B: Show Michael’s location on the number line by putting a dot in the correct location.
Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide.
How to complete the slides:
Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

9. Tiered Tasks 4 minutes 5 minutes 2 minutes 6 minutes Time Is up
Allotted
Who will begin
with this task?
Task
Tier #1 6
Minutes
Students who missed #1 and #2
Students will identify the value of the point on the number line
Tier #2 7
Students who missed #2 and #3
Students will be grab a rational number and must place the number on the correct number line in the correct position that the rational number must go.
(Hallway)
Today’s Task 15
Students who answered #’s 1 and 2 correctly
Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile.
Part A: Create a number line to model the situation
Part B: Show Michael’s location on the number line by putting a dot in the correct location.
Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s.
*In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

10. Tiered Tasks 5 minutes 6 minutes 4 minutes 1 minute Time Is up
Allotted
Who will begin
with this task?
Task
Tier #2 7
Minutes
Students who missed #2 and #3
Students will be grab a rational number and must place the number on the correct number line in the correct position that the rational number must go.
(Hallway)
Today’s Task 15
Students who answered #’s 1 and 2 correctly
Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile.
Part A: Create a number line to model the situation
Part B: Show Michael’s location on the number line by putting a dot in the correct location.
Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
Enrich-
ment
Until the bell sounds
Students who complete the TASK
Students will continue practicing on Khan academy. Students must login to their account.
The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s.
*In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate
*In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
Enrichment should be an enrichment activity that students look forward to completing

11. Tiered Tasks 14 minutes 10 minutes 13 minutes 12 minutes 15 minutes
Time Is up
2 minutes
3 minutes
5 minutes
4 minutes
6 minutes
11 minutes
Tier
Time
Allotted
Who will begin
with this task?
Task
Today’s Task 15
Minutes
Students who answered #’s 1 and 2 correctly
Michael’s house is 1 mile from his school. Let’s show Michael’s location on a number line if he has walked 𝟑 𝟖 of one mile.
Part A: Create a number line to model the situation
Part B: Show Michael’s location on the number line by putting a dot in the correct location.
Part C: Michael went swimming in his pool at his house. He jumped in the water and went 3.75 feet below the water. Show where Michael would be located on a vertical number line.
Enrich-
ment
Until the bell sounds
Students who complete the TASK
Students will continue practicing on Khan academy. Students must login to their account.
Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.
Enrichment should be an enrichment activity that students look forward to completing.

12. Why is this important? 2 minutes 1 minute Time Is up
Some real life examples of a number line that you probably did not think of are:
Rulers!!!
Thermometer
Football field
Bank account
When we drive, a road is a gigantic number line, when we measure liquids, how about a timeline?
Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…