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Practice plotting points, reflections, graphing rational numbers with accuracy, and using academic math language. Enhance language skills in listening, speaking, reading, and writing. Collaborate to master 6.NS.C.6b and 6.NS.C.6c.

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  1. DO NOW: Take out your H.W. What are some things that you notice about this image? What are some things that you wonder about this image?

  2. Today I will plot points in the coordinate plane that correspond to given directions using reflections across the axes or transformations. I will also draw the coordinate plane with the appropriate scale to graph rational numbers. I will work independently and with my partners, as needed, to show how Ihave mastered 6.NS.C.6b and 6.NS.C.6c. by completing at least 2 graphs with at least a 80% accuracy.

  3. Language Objective By the end of the lesson, students will be able to use all four language domains of listening, speaking, reading and writing to communicate the academic math language of graphing rational numbers on a coordinate plane. Students will draw the coordinate plane with the appropriate scale to graph rational numbers. Students will work independently and with my partners, as needed, to show their understanding by completing at least 2 graphs with at least a 80% accuracy. Academic Math Language Vocabulary: coordinate plane, rational number, graph, quadrant, plot, points

  4. https://learnzillion.com/lesson_plans/8841

  5. Page 66 For example: 2and -2are opposites because they are both 2units from zero on a number line but in opposite directions. Opposites aresimilar because they have the same absolute value, but they are different because opposites are on opposite sides of zero.

  6. Handout • Take a handout about pages 66-67. Quietly read over the different descriptions. Afterwards, discuss with your group mates some things that you notice or some things that you wonder. • (glue this in your notebook or put it in your math binder).

  7. Page 67 Complete using your penny board, determine the appropriate ordered pair based upon the directions for reflections. M (5, -3) L (-5, 3) A (-5, -3) A (-5, -3)

  8. Page 68 Share the y-axis b/c the y-coordinates are the same and the x-coordinates are opposites, which means the points will be the same distance from the y-axis but on opposite sides. Share the x-axis b/c the x-coordinates are the same and the y-coordinates are opposites, which means the points will be the same distance from the x-axis but on opposite sides.

  9. How do you feel? topic.

  10. Page 68 Begin at (7, 2). Move 3 units down, and then reflect over the y-axis. Where are you? (-7, -1) Use your penny boards

  11. Page 68 Begin at (4, -5). Reflect over the x-axis, and then move 7 units down and then to the right 2 units. Where are you? (6, -2)

  12. Page 68 Begin at (-5, 1). Reflect over the x-axis, and then reflect over the y-axis. Where are you? (-5, 1)

  13. Begin at (4, -2). Move 2 units to the left and 5 units down. Where are you? (2, -7)

  14. How do you feel? topic.

  15. Page 70 SCALE x-axis: ________y-axes:_________ 1 1

  16. Page 71 SCALE x-axis: ________y-axes:_________ 1 5

  17. Page 72 SCALE x-axis: ________y-axes:_________ .1 1

  18. Tonight’s H.W. Pg. 69 (all) Ticket-to-Go Answer on packet: “How are the ordered pairs (4, 9) and (4, -9) similar, and how are they different?”

  19. Accommodations • Read or reread presentation or activity directions, as needed or after prompting • Use examples to model and act as a guide for emerging learners

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