1. “Day C” November 30, 2016 7:51 - 8:51 Math 8:53 - 9:53 Science
7: :51
Math
8: :53
Science
9: :55
Exploratory
10:57 -11:27
11:29 -12:31
LUNCH (1st Lunch) (bring lunch $)
Social Studies
12: :33
English
1: :35
Bring your lunch with you, lockers will be after lunch.
Cell phones are in lockers
Gum is in trash
Your schedule for today!

2. Activator You will have 2 minutes to solve this problem.
ABSOLUTELY NO TALKING
You are to solve this using mental math- no calculators, no writing, no air writing, NO TALKING
After the timer goes off, you will have 1 minute to share with your neighbor how you solved this problem
I will then randomly call on 3 students to share their thinking about the problem.
29+24

3. Opposites of Numbers and the Opposite of the Opposite of a Number
Outcome: students determine the appropriate scale given a set of opposites in real-world situations and understand that each nonzero integer has an opposite, and that the opposite of the opposite is the original number in order to complete centers.
6.NS.C.6a

4. Language Objective
By the end of the lesson, I will be able to use all four language domains of listening, speaking, reading and writing to communicate the academic math language of opposite of opposites numbers/integers on a number line.
I will be able to determine the appropriate scale given a set of opposites in real-world situations and understand that each nonzero integer has an opposite, and that the opposite of the opposite is the original number in order to complete centers.
Academic math Language Vocabulary: positive, negative, opposite, opposite of the opposite

5. Fill in exploratory challenge poster sheet
You will have 2 minutes to finish your poster. Gallery Walk- 10 minutes (pg. 12)
Write the integers for each situation.
Determine the appropriate scale to graph the points.
Graph the points on the number line

6. How do you feel?
topic.

7. Opening Problem
Locate the number 8 and its opposite on the number line on pg. 13 example 1. Explain how they are related to zero.

8. Using your whiteboards…
Locate and label the opposites of the numbers on the number line.
A. 9
B. -2
C. 4
D. -7

9. Using your whiteboards…
Write the integer that represents the opposite of each situation. Explain what zero means in each situation.
A. 100 feet above sea level
B. 32°C below zero
C. A withdrawal of $25

10. Using your whiteboards…
Write the opposite of each number.
A. -9
B. -4
C. 2
D. 7
E. 0

11. How do you feel?
topic.

12. The Opposite of an Opposite of a Number
What is the opposite of the opposite of 8?
What number is 8 units to the right of 0? ____
How can you illustrate locating the opposite of 8 on this number line?
What is the opposite of 8? _____
Use the same process to locate the opposite of -8. What is the opposite of -8? _____
The opposite of an opposite of a number is _____________ 8 -8 8
The original number

13. Using your whiteboards
The opposite of negative seven
The opposite of the opposite of twenty-five
The opposite of 15
The opposite of the opposite of negative thirty-six

14. Exploratory Stations
You will work with your partners to complete the 3 stations.
You will stay on the side of the room you are sitting on.

15. How do you feel?
topic.

16. Ticket to go
Jane completes several example problems that ask her to the find the opposite of the opposite of a number, and for each example, the result is a positive number. Jane concludes that when she takes the opposite of the opposite of any number, the result will always be positive. Is Jane correct? Why or why not?

17. Homework
Pg. 19 # 3-4

18. 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