2 days CC.6.NS.7a Interpret statements of I can interpret statements of M Evision Formative inequality as statements about the inequality as statements about the verbal Q&A Section 10-1 relative position of two numbers on a relative position of two numbers on a observation page 222-223 (1-21) all number line diagram. For example, number line diagram. homework interpret > as a statement that short quizzes Crosswalk Lesson 3 –3 –7 –3 is located to the right of on a number conferencing –7 line oriented from left to right. Bell ringers Additional resources and daily will be used exercises ixl.com 4 days CC.6.NS.7b Write, interpret, and explain I can write, interpret, and explain M Evision Formative statements of order for rational numbers statements of order for rational numbers verbal Q&A Section 10-1 in real-world contexts. For example, in real-world contexts. observation page 222-223 (1-21) all write > to express the fact homework –3°C –7°C that is warmer than short quizzes Crosswalk Lesson 3 –3°C –7°C. conferencing Bell ringers Additional resources and daily will be used exercises ixl.com 4 days CC.6.NS.7c Understand the absolute I can understand the absolute M Formative Evision value of a rational number as its distance value of a rational number as its distance verbal Q&A Section 10-3 from 0 on the number line; interpret from 0 on the number line. I can interpret observation page 226-228 (1-32) all absolute value as magnitude for a absolute value as magnitude for a homework positive or negative quantity in a realworld positive or negative quantity in a real world short quizzes Crosswalk Lesson 3 situation. For example, for an situation. conferencing account balance of dollars, write Bell ringers Additional resources –30 |–30| = 30 to describe the size of the and daily will be used debt in dollars. exercises ixl.com Summative Multiple choices T/F matching extended written
2 days CC.6.NS.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. I can interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 Additional resources will be used ixl.com 4 days CC.6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C. I can write, interpret, and explain statements of order for rational numbers in real-world contexts. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Evision Section 10-1 page 222-223 (1-21) all Crosswalk Lesson 3 Additional resources will be used ixl.com 4 days CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a realworld situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. I can understand the absolute value of a rational number as its distance from 0 on the number line. I can interpret absolute value as magnitude for a positive or negative quantity in a real world situation. M Formative verbal Q&A observation homework short quizzes conferencing Bell ringers and daily exercises Summative Multiple choices T/F matching extended written Evision Section 10-3 page 226-228 (1-32) all Crosswalk Lesson 3 Additional resources will be used ixl.com
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