Wednesday, September 30, 2015

PRACTICE COMPARING AND ORDERING INTEGERS

Number Balls - Order Integers from smallest to largest

Comparing Integers - click < or > (timed)

Fruit Splat - Comparing Integers


UNDERSTANDING NEGATIVE INTEGERS

Understanding negative integers can be confusing. "A number gets larger but it is lower?"
SAY WHAT?!?!?!?

I hope these tips will help when dealing with negative integers:

  • Negative integers are less than zero.
  • The further you walk away from zero the smaller the integer becomes.
  • Students get confused because we say smaller but the number looks larger, you could say the greater the debt, or the greater the problem. (debt and problem are negative keywords)
  • When comparing negative integers ask yourself which is worse.
    • ex: -43 and -23 
      • If you put a situation to represent the negative you could think of this as "I lost 43 dogs and "I lost 23 dogs." Which is worse? 
      • -43 is worse, therefore it will be the smallest integer.
      • -43 is smaller because it is farther away from zero than -23.

ROLL AN INTEGER (pictures & video)

Students were given this worksheet and a shaker.












The shaker has 2 12-sided die and a penny inside. To get the integer for their paper they had to follow these instructions.



















Students worked with their partners to create the integers and then completed the remainder of the worksheet on their own. This assignment was a review/assessment to see if we have mastered opposite and absolute value of integers, if we understand how the number line work on the negative side of zero, and if students can represent an integer correctly in a sentence.

















video

9/29/2015 HOMEWORK



Monday, September 28, 2015

INTEGERS ON THE NUMBER LINE

Students were given  a number line to assemble and a set of integers to label the number line. This is an introductory activity so students were not expected to arrange the integers correctly. However 90% of the 6th graders correctly arranged the integers. Good Job!





















  
The number line should be taped to page 19 and include at least 4 things noticed/learned about the integers on the number line. 

Thursday, September 24, 2015

9/24/2015 HOMEWORK


INTEGER & KEYWORDS PRESENTATION


To introduce the students to integers, I made a puzzle for them to put together. When the puzzle was complete they had to write the definition in their journals on page 17. The remainder of the notes came from the presentation below. Here are some pictures from today's activity.
















TARGET: INTEGER REPRESENTATION


Tuesday, September 15, 2015

DIVIDING DECIMALS BY DECIMALS NOTES


9/15/2015 PRACTICE/REVIEW/HOMEWORK


9/14/2015 PRACTICE/HOMEWORK


DIVIDING DECIMALS BY WHOLE NUMBERS PUZZLE

I like hands on activities. This activity gave the students a chance to practice the skill in a more enjoyable way. All students were able to work with their elbow partner on this activity. Students were given a copy of the puzzle already cut up into pieces.

















The puzzle was pre-cut because there is a mystery picture on the back. For this activity students:

  • divide puzzle pieces with partner
  • each work as many of the problems from the pieces
  • choose a piece to build from (each piece connects a problem to another piece with the answer)
  • when the puzzle is built and completed, students taped it together
  • lastly they flipped it over to reveal the message and then taped it to construction paper

MATH IS AWESOME!!!









I integrated the 7 Habits that we are currently learning about in Leadership Academy.



Friday, September 4, 2015

DECIMAL: SUBTRACTION

Notes and a practice problem. I ran around the room marking papers with paint dots. The 2 problems in blue are for the note card mastery check. After students completed their note card and their notes, they grabbed the worksheet and got busy. This is not homework.