MA.04

STANDARDS

6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

6.NS.C.6.B: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

6.NS.C.6.C: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

6.NS.C.7: Understand ordering and absolute value of rational numbers.

6.NS.C.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

STANDARDS FOR MATHEMATICAL PRACTICE: 

SMP 1 Students will make sense of problems and persevere in solving them as they read the constraints.

SMP 2 Students will reason abstractly and quantitatively as they make sense of how to find and use distances in the activity.

SMP 3 Students will construct viable arguments and critique the reasoning of others as they compare their visions of the Outdoor Education maps.  Students will justify the vertices of a rectangle given the perimeter and one or two ordered pairs.

SMP 6 Students will attend to precision as they determine the distances between activities and amenities, and identify an appropriate scale for their maps to graph points accurately and efficiently. 

SMP 7 To locate points, students will extend their knowledge of number lines and their structure to the coordinate plane.  When identifying the vertices of rectangles on the coordinate plane, they will apply their understanding of perimeter to the grid.  Students will also identify the relationships between quadrants and the signs of coordinates. 

Standards courtesy of Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Students should have experience with reflections across both axes, making reasonable choices for scales on both axes, computing the length of horizontal and vertical line segments for end points in the coordinate plane, using the coordinate plane to graph points, line segments, and geometric shapes in all four quadrants and then using absolute value to find related distances.

PLACEMENT

BEFORE

Students have completed Lesson 19 and engaged with the following Topics in Module 3:

• Topic A: Understanding positive and negative numbers on the number line (6.NS.C.5, 6.NS.C.6a, 6.NS.C.6c)
• Topic B: Order and Absolute Value (6.NS.C.6c, 6.NS.C.7)
• Topic C: Rational Numbers and the Coordinate Plane (6.NS.C.6b, 6.NS.C.6c, 6.NS.C.8)

DURING

During this Cornerstone, students will:

• Graph all amenities and stations on your Outdoor Education Camp Map in all four quadrants.
• Identify an appropriate scale for both axes given the coordinates
• Find distances on the coordinate plane between points with the same first or same second coordinate.
• Explain how to find the distance between two points with the same x-coordinate or the same y-coordinate
• Apply your understanding of geometric shapes on the coordinate plane

AFTER

Students will go on to study Expressions and Equations in Module 4.

PLANNING

PLANNING

The Cornerstone will occur over a 2 day span in order to ensure students have a clear understanding of how to safe in case of an emergency, as well as enough time to practice evacuation skills. During the first day of the unit students will learn about community helpers to seek out in case of an emergency. In addition, students will be able to demonstrate locomotor and non-locomotor skills in order to move safely and efficiently during an emergency. Throughout the unit there will be multiple opportunities for group discussions, turn and talks, and graphic

INSTRUCTIONAL APPROACH

5E Instructional Model: This cornerstone will utilize the 5E model of Engage, Explore, Explain, Elaborate, and Evaluate to explore sugar content of beverages using ratios.

BACKGROUND INFORMATION

The name Camp “Minihaha” was inspired by the beautiful location of Minnehaha Falls in Minneapolis, Minnesota.  Henry Wadsworth Longfellow developed the fictional character Minnehaha in his epic poem, “The Song of Hiawatha,” which further spread the waterfall’s fame.

More information about Minnehaha can be found here:

https://www.minneapolisparks.org/parks__destinations/parks__lakes/minnehaha_regional_park/ (Links to an external site.)Links to an external site.https://en.wikipedia.org/wiki/Minnehaha_Park_(Minneapolis) (Links to an external site.)Links to an external site.

https://commons.wikimedia.org/wiki/File:Minnehaha_Falls-2005-10-29.jpg (Links to an external site.)Links to an external site.

http://www.hwlongfellow.org/poems_poem.php?pid=294 (Links to an external site.)Links to an external site.