6.2.6Ma


 * Grade: 6 Unit: 2 Week: 6 Absolute Value Dates: 11/5-11/7 **
 * Content: Compare & Order Integers, Rational Numbers; Compare **


 * Theme Essential Question: **
 * Can students apply and extent previous understandings of multiplication, division and the number system to divide a fraction by a fraction, find common factors and multiples and extend to the rational number system?


 * Essential Question: **
 * Can students compare and order integers?
 * Can students compare and order rational numbers?
 * Can students interpret the absolute value of rational numbers?
 * Can students interpret comparisons involving absolute values?


 * Standards **
 * Apply and extend previous understandings of numbers to the system **
 * of rational numbers. **
 * ** 6.NS.7 ** Understand ordering and absolute value of rational numbers.
 * Interpret statements of inequality as statements about the relative position 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.//
 * Write, interpret, and explain statements of order for rational numbers in real-world contexts. //For example, write –30 C > –70 C to express the fact that –30 C is warmer than –70 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.//
 * 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.//


 * Objectives: **
 * Students will compare and order integers.
 * Students will compare and order rational numbers.
 * Students will find the absolute value of a number.
 * Students will find and interpret the absolute of rational numbers.
 * Students will interpret comparisons involving absolute values.

(Taken from Ohio Department of Education Teaching) Number lines also give the opportunity to model absolute value as the distance from zero. Simple comparisons can be made and order determined. Order can also be established and written mathematically: -3° C > -5° C or -5° C < -3° C. Finally, absolute values should be used to relate contextual problems to their meanings and solutions. Using number lines to model negative numbers, prove the distance between opposites, and understand the meaning of absolute value easily transfers to the creation and usage of four-quadrant coordinate grids. Points can now be plotted in all four quadrants of a coordinate grid. Differences between numbers can be found by counting the distance between numbers on the grid. Actual computation with negatives and positives is handled in Grade 7.
 * Reflections and/or Comments from your PCSSD 6th Grade Curriculum Team **


 * Background Information **
 * Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials. **
 * @http://www.azed.gov/wp-content/uploads/PDF/MathGr6.pdf **
 * @http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/6th.pdf **


 * Assessment **
 * Product **


 * Key Questions **


 * Observable Student Behaviors **

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **

Graphing Include Solve Extend Apply ||
 * Vocabulary **
 * ** Math ** ||
 * Coordinate plane

On Core Mathematics Mastering the Common Core ABC Teaching the Common Core Math Standards with Hands-On Activities Grades 6-8 Gizmos Use a number line to compare numbers. Change values by dragging points on the number line. Compare the opposites and absolute values of the numbers. Identify the coordinates of points in the coordinate plane. Drag the points in the plane and investigate how the coordinates change in response. JBHM Glenco Highly Recommended: The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions. None Currently
 * Suggested Activities **
 * Compare and Order Integers Lesson 43 p85-86
 * Compare and Order Rational Numbers Lesson 44 p87-88
 * Absolute Value Lesson 45 p89-90
 * Compare Absolute Values Lesson 46 p91-92
 * Chapter 4.6-4.10 p42-53
 * Chapter 5 p54-65
 * An Old-Fashioned Number Line p25
 * Real Number Line - Activity A
 * Points in the Coordinate Plane - Activity A
 * 7th GP1, Unit 1 SBIL-1 Comparing and Ordering Integers
 * Lesson # 48 Lesson 95 and 96
 * Tasks that illustrate content standard 6.NS.7:


 * Diverse Learners **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’scool Module 3.1 absolute value, 10.1-10.3
 * Math.com (@http://www.math.com/school/subject1/lessons/S1U1L10GL.html, )

See appropriate Glencoe, OnCore, JBHM, and ABC materials under suggested activities
 * Homework **
 * @http://www.kutasoftware.com/free.html ** to print assignments on variety of topics


 * Terminology for Teacers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || Lesson Plan in Word Document (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **


 * Resources **
 * Professional Texts **


 * Literary Texts **

@http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm
 * Informational Texts **
 * See New York Common Core Aligned Task (other resources)


 * Art, Music, and Media **


 * Manipulatives **
 * www.nlvm.usu.edu
 * Graphing calculators
 * Games
 * www.mathplayground.com
 * @http://www.sumdog.com/ Variety of games covering many math topics


 * Videos **
 * Discovery Learning @http://www.discoveryeducation.com/


 * Websites **
 * @http://www.khanacademy.org/math
 * @http://www.tli.net/ TLI Quiz Builder
 * @http://webmath.com//.//


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **
 * SMART Board Resource Website Smartboard lesson search engine

@http://illuminations.nctm.org/LessonDetail.aspx?ID=L733 Students will use vertical movement of an elevator to evaluate signed number expressions. The idea behind the method of adding and subtracting signed integers offerred in this lesson and the next is that the number of rules that students have to //memorize// and the amount of // understanding // are minimal, while the underlying concepts are not trivialized.
 * Other Activities, etc. **
 * ** Elevator Arithmetic **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 6 Matrix ||= 6 PAP Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = English
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