level, credits/debits, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.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.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the
number line; recognize that the opposite of the opposite of a number is the number itself,
e.g., –(–3) = 3, and that 0 is its own opposite
6.NS.7 Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative positions 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.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
For example, write –3 degrees C > –7 degrees C to express the fact that –3 degrees C is warmer than –7 degrees C.
c. 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 real-world
situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the
size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about order. For example,
recognize that an account balance less than –30 dollars represents a debt greater than
30 dollars
The Learning Objective: Find the absolute value of a number. Order integers.
Quote of the Day: This was a follow up to yesterday's line about being the smartest doesn't mean you will always end up the smartest.
“More than 50% of all CEOs of Fortune 500 companies had C or C- averages in college. 65% of all U.S. Senators came from the bottom half of their classes. 75% of U.S. presidents were in the lower half club in school. More than 50% of millionaire entrepreneurs never finished college. Talent isn’t everything.” - John Maxwell
- Self-Assessment
- Review Quiz
- Absolute Value Activator
- Absolute Value Frayer Model (on back of activator)
- Absolute Value Exit Ticket
- Absolute Value Practice (jumpstart to start next class)
- Integers Skit
- Ordering Integers Notes
- Integers Practice
The Assessment: The students were able to put themselves in order in the skit, the integers notes were checked by me for understanding, the absolute value activator was assessed through circumventing the room, the last problem on the absolute value homework models were done by students in partners.
Homework: Study for the quiz on integers tomorrow, weekly quiz #8 due Friday, complete the integers practice
My Glass Half-Full Take: There was a great number of students that correctly identified the absolute value activator as the person being a position of zero on a number line. It was exciting to see the students think independently (or in this case with a partner) and derive what I wanted them to. I enjoyed the fact that I didn't have to show them notes and that they could discover on their own. That's the way math should be taught all the time - although I'm not perfect at doing this myself I'm working on it.
One Thing to Do Differently: I'm not sure if I could do this differently, but before the day was out, students had seven different papers from me. This doesn't include the weekly quiz which is of course ongoing. I gave students a study guide in addition to everything else they got. They flew through some of these papers as many of them had the same concept drilled for them consistently.
Link of the Day: I've let students use their phones occasionally this year. I think I'm going to really open things up soon and try PollEverywhere. My partial worry is for students that do not have smart phones, but I anticipate partnering students up to avoid this problem.
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