Grade 6 Game Plan
Knowledge and Skills 6.2 and 6.3 Number and Operations
6.2 NUMBER AND OPERATIONS
The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The
student is expected to:
CBAs
Bench
51
49
CBAs
Bench
36
35
CBAs
Bench
43
40
6.2(B) identify a number, its opposite, and its absolute value
72
79
6.2(C) locate, compare, and order integers and rational numbers using a number line
77
65
48
36
CBAs
Bench
39
35
CBAs
Bench
24
27
44
33
CBAs
Bench
21
16
39
44
45
66
Readiness Standards
6.2(D) order a set of rational numbers arising from mathematical and real-world contexts
Supporting Standards
6.2(A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to
describe relationships between sets of numbers
6.2(E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b
where b ≠ 0
6.3 NUMBER AND OPERATIONS
The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while
solving problems and justifying the solutions. The student is expected to:
Readiness Standards
6.3(D) add, subtract, multiply, and divide integers fluently
6.3(E) multiply and divide positive rational numbers fluently
Supporting Standards
6.3(A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
6.3(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a
fraction, including values greater than or less than one
6.3(C) represent integer operations with concrete models and connect the actions with the models to standardized
algorithms
1-2-3 Daily Game Plan
1
K&S
Content: MATH
Day 1
Day 2
Day 3
Vocabulary
Link to Think
Engaging Items
6.2 & 6.3 Numbers and Operations: Represent & use rational numbers, including addition,
subtraction, multiplication, and division while solving problems and justifying the solutions.
Who Am I?
A Tour of Knowledge
2
Instructional
Strategies
3
Stimuli
Grade Level: 6
Rock and Roll Review
Template
Choose & Chat
or
Card Sort (Open)
Verbal Description
Tables, Verbal
Descriptions
Graphs, Diagram, Word
Problems
TOTAL
Thinking
Describe, Communicate,
Evaluate, Identify, Explain,
Infer
Analyze, Summarize,
Compare/Contrast,
Create, Justify,
Communicate
Analyze, Evaluate, Identify,
Compare/Contrast,
Communicate, Justify
Resources
Attached
Attached
Attached
Who Am I? for Knowledge and Skills 6.2 & 6.3 Numbers and Operations
1.
2.
3.
4.
5.
Students and the teacher determine 6-10 terms that are the most difficult for the current unit.
Student secretly select one term from the list and write their word on an index card or post-it.
Keeping the word hidden, students place the word face down.
Students MIX-FREEZE-GROUP (see strategy) to find a new partner and ask, “Who Am I?”
Student partners communicate 1 or 2 clues (describe, explain, examples, etc.) at a time about the
word on their index card.
6. Students synthesize all clues to make an inference about which word is being described.
7. If the friend cannot guess his word, his partner finds another friend to come help give clues.
8. Play 2-3 rounds of this game so that each student is exposed to 2-3 difficult terms.
Choose & Chat for Knowledge and Skills 6.2 & 6.3 Numbers and Operations
1. Teacher presents a vocabulary word.
2. Teacher asks students to display a hand signal to reflect their understanding such as the following:
 Thumb up = I completely understand
 Thumb to the side = I kind of understand
 Thumb down = I need more information
3. Students evaluate their understanding, choose a signal, and the chat with a partner about the
following:
 explain parts of the content they understand
 identify parts of the content they do not understand
 ask one clarifying question
Cooperative Card Sort for Knowledge and Skills 6.2 & 6.3 Numbers and
Operations
1.
Give groups of students the sheet of cards to cut apart or copy.
2.
Students work cooperatively in small groups or to sort the cards based on relationships
that they identify.
3.
Students justify why cards are grouped together. Multiple relationships can be correct.
4.
Teacher clarify and verify student categories.
Word list for Knowledge and Skills 6.2 & 6.3 Numbers and Operations on next page
Rational numbers
Greatest to least
Absolute Value
Increased
Rates
Less than
Interest
Greater than
Negative
Non-negative
Non-positive
Positive
Addends
Total cost
Half
Spent
Left over
Equal amount
Integers
Denominator
Dividend
Divisor
Factors
Fractions
Integers
Mixed numbers
Numerator
Product
Quotient
Reciprocal
Whole numbers
Rational numbers
Per
A Tour Of Knowledge for K&S 6.2 & 6.3 Numbers and Operations
Materials for 5 Groups
 Large paper for recording (10 total -5 for observations, 5 for writing questions)
 5 different colored markers
 5 stimuli
1.
2.
3.
4.
5.
6.
7.
Students are organized into 5 groups
Give each group a different color marker.
Groups will rotate through stations observing a given stimulus.
Give each group 3 minutes at each station to record anything about the stimuli as
long as it isn’t written already. They write with only their marker and carry it with
them to every station.
Reward for most responses for each station
Repeat Steps #1-5, but now record a question that could be asked for the
stimuli.
Students now work their problems associated with the given stimulus,
identifying what information was needed to solve.
Put each of these stimuli on a single sheet of large paper:
Sarah is buying some candy for a party.
The table below shows the amounts of
each type of candy.
Type of Candy
Amount in pounds
2 58
Peanut Clusters
Fudge
2.65
2 34
Caramels
Peppermint Patties
2.8
Five girls joined the Dallas Walking Club.
They walked at a fast pace for exactly
30 minutes. The distance each girl
walked is recorded on the table below.
Members
Meli
Distance in Miles
9
1 10
Sally
Lucinda
1.09
1 78
Deb
1 17
20
Cherri
1.18
In a math contest, 20 problems were
given to the contestants.
Every correct answer was worth 5
points, and 2 points were taken away
for every incorrect answer.
Doug wanted to buy a new computer.
The table below shows the change in
price of the computer at a local
department store from January to May.
Month
January
February
March
April
May
Change in Price in $
-$38.84
+15.39
-5.18
-20.43
+10.22
The table below shows what Jenny and
her mom purchased. They had $37
before paying for their order.
Item
2 hamburgers
1 cheeseburger
2 chips
3 sodas
Cost per Item in $
$3.75
4.50
0.99
1.75
Rock & Roll Item Review TEKS Knowledge & Skill 6.2 & 6.3 Numbers, Operations
1. Students in groups of 4 with dice and chart or attached template cut out and folded.
2. Use the chart of items for review on the next 3 pages.
3. Each person in the group should roll the die. Roll again if the number is repeated for the same
item.
4. Student groups complete the activity associated with their roll, discussing and filling in the
chart. Four of the 6 columns should be filled in for each item.
5. Teacher clarifies/verifies.
Keep questions (charts)for Concept Connections
State facts about the Select Trickiest answer
(explain how you would start and the
concept
process of how you would answer the
(this question is about _______, and that
means ________________)
question)
Identify stimulus (models,
Determine Definitely
WRONG answer
images, text, charts, graphs, tables,
advertisement, map, quote, etc.)
Get a plan
(explain how you would start and the
process of how you would answer the
question)
(explain why this is the worst answer)
Justify CORRECT
answer
(explain why this is the correct answer)
Rock & Roll Item Review
TEKS Knowledge & Skill 6.2 & 6.3
Numbers, Operations
1
Facts
2
Stimulus
3
Plan
4
Definitely
WRONG
answer
5
Trick
answer
1. Mrs. Rodríguez will make name tags for
each of the 45 choir members and 30
orchestra members. The materials for
each name tag cost $0.44. What is the
total cost of the materials Mrs. Rodríguez
will use to make these name tags?
F $33.00
G $75.00
H $58.20
J $49.80
2 Which expression is represented by the
model below?
F
G
H
J
-4  (-5)
4  (-5)
(-4)  5
45
3. Andrew plays on a basketball team. In
2 of the total
5
number of points his team scored. His
team scored 55 points in the first game
and 35 points in the second game. What
was the number of points Andrew
scored in these two games?
two games he scored
A 18
B 20
C 36
D 90
K & S 6.2 and 6.2 Numbers and Operations
Rock and Roll Review - Day 3 pg 1
6
Correct
answer, why?
Rock & Roll Item Review
TEKS Knowledge & Skill
6.2 & 6.3 Numbers, Operations
page 2
4. One weekend Greg and Darius shoveled
snow to earn spending money. Together
they earned $12.50 an hour for 9 hours of
work. Each received half the total earnings.
If Greg then spent$15 on a new CD, what
was the total amount he had left, in dollars
and cents, from the money he earned
shoveling snow that weekend?
A
B
C
D
5.
$107.50
$56.25
$41.25
$8.75
The numbers in each set shown below have a
common characteristic.
Which statement best describes a common
characteristic of the numbers in Set S or Set T?
A Each number in Set T is less than 1
4
B Each number in Set T is less than 1
2
C Each number in Set S is less than 0.65
D Each number in Set S is less than 0.5
1
Facts
2
Stimulus
3
Plan
4
Definitely
WRONG
answer
5
Trick
answer
6
Correct
answer, why?
Rock & Roll Item Review
TEKS Knowledge & Skill
6.2 & 6.3 Numbers, Operations
page 3
6. Mr. Stein is purchasing 2.25 pounds of meat
that costs $2.80 per pound. How much
change should Mr.Stein receive if he gives
the cashier $20.00?
F $6.30
G $13.70
7.
Mr.Atkinson has 5 1 lb of dry fish food. He
4
will put an equal amount of food into 3
containers. How much fish food will be in
each container?
A 1 2 lb
B
C
D
8.
9.
A
B
H $14.95
J $2.52
3
1 3 lb
4
1
2 lb
4
8 3 lb
4
In 2011 Ralph paid $12.95 for a box of cards
and $0.44 each for 16 stamps. What was
the total cost, in dollars and cents, of the box
of cards and the stamps?
Wendy had 35 tickets for games at a carnival.
She used 1 of the tickets to play the ball-toss
5
game. She then used 1 of the remaining
2
tickets to play the ring-toss game, in which
she won 25 more tickets. How many tickets
did Wendy have after playing these games?
7
C 14
19
D 28
1
Facts
2
Stimulus
3
Plan
4
Definitely
WRONG
5
Trick
answer
6
Correct answer,
why?
Rock & Roll Item Review
TEKS Knowledge & Skill
6.2 & 6.3 Numbers, Operations
1
Facts
page 3
10. Complete the following number line.
A
5
B
5
C
5
1
8
1
2
1
4
11. Which numbers from this list are less
0.94?
D
5

15
2
, 0.24, 2.23, 2 , 0.95
16
5
15
, 2.23, and 0.95
16
A

B
2.23, 2
C
D
2
, and 0.95
5
15
0.24, 
, and 0.95
16

15
, 0.24, and 2.23
16
than -
2
Stimulus
3
Plan
4
Definitely
WRONG
5
Trick
answer
6
Correct
answer,
why?
Rock & Roll Item Review
TEKS Knowledge & Skill
6.2 & 6.3 Numbers, Operations
page 3
12. Zack is making macaroni and cheese. The recipe calls
for a choice of the following liquids:
1
3
2
5
cup skim milk, cup water,
cup whole milk, or
3
8
2
4
cup cream. Which choice will put the most liquid into the
recipe?
A
B
2
cup skim milk
3
1
cup water
2
C
D
3
cup whole milk
4
5
cup cream
8
14. Jessie drew a Venn diagram as shown. She labeled it
with R for rational numbers, I for Integers, and W for whole
numbers. She placed three numbers on the diagram.
What is wrong with the diagram?
A
1.5 is not an integer.
B
1 is not a whole number
C
D
3
is not a rational number.
2
Integers are not a subset of rational numbers.
1
Facts
2
Stimulus
3
Plan
4
Definitely
WRONG
5
Trick
answer
6
Correct
answer,
why?
Rock and Roll: Dice Template
State concept
and facts
Identify
stimulus
Make a
plan
Trickiest
answer-and
why?
Justify
CORRECT
answer
Worst answerand why?