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Grade 06 Mathematics - EC: M06.A-N.3.2.1

Grade 06 Mathematics - EC: M06.A-N.3.2.1

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Grade Levels

6th Grade

Course, Subject

Mathematics

Activities

  1. Compare each set of numbers using < or >.

  1. I am thinking of a number greater than -4.1.  Give me an example and explain why it is greater.
  1. Melody made the following withdrawals and deposits in her savings account this month.

Deposits: $28, $150, $45, $80

Withdrawals: $15, $60, $75 $100

Express these amounts as integers in order from least to greatest.

  1. Fill in the table

  1. Determine if you agree or disagree with the following representation.  Then defend your decision by citing specific details in your writing.

Ben looks at a number line diagram that has the points and graphed.  He writes the following related story: 

“I borrowed $0.50 from my brother on Monday. On Tuesday I borrowed $0.30 from my mom.  I owe more money to my brother.”

  1. Determine if you agree or disagree with the following representation.  Then defend your decision by citing specific details in your writing.

Mrs. Green, the math teacher, asked the class to describe the relationship between two points on the number line, 7.45 and 7.5, and to create a real-world scenario.  One of the students writes the following story:

“Two friends Beth and Jackie went shopping at the mall.  Beth spent $7.45, and Jackie spent $7.50.  Since 7.45 has more digits than 7.5, this means that Beth spent more money.”

Answer Key/Rubric

  1.    -2  <  0          7   >   -10         -3.5   <   3        -5   >   -8        4.2  <   5         0.82   <   1      
  1. Answers will vary.  Infinite possibilities.
  • Any negative numbers greater than -4.1
  • All positive numbers are acceptable.
  • Students could use the number 0
  • It is larger because it is to the right of -4.1 on the number line.
  • It is larger because it is more than -4.1
  1. -100, -75, -60, -15, 28, 45, 80, 150

  1. Students should agree with this statement.

       Acceptable reasons might include, but are not limited to:

  • Ben does not owe his mom as much money as he owes his brother.
  • $0.30 is less than $0.50
  • Borrowing money represents negative values
  • The money values listed are equivalent to the given fractions
  1. Students should disagree with this statement.

       Acceptable reasons might include, but are not limited to:

  • 7.5 is the same as 7.50, and it is greater than 7.45
  • When counting by hundredths starting at 7.45, I would say 7.46, 7.47, 7.48, 7.49, and then 7.50
  •  7.50 is greater than 7.45
  • The number of digits is not the correct way to compare numbers to find the one with the largest value

 

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