6.NS.C.7

Understand ordering and absolute value of rational numbers.

 
27 Lesson(s)
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Absolute Value and Stocks

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

What is the stock market? What does it mean to own a share of a company? What is an absolute value? Students learn about the stock market and start a project involving tracking investments.

 
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Reflections (1)
unit 3 8 image
   

Describing Numbers

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Carla Seeger
New Haven, CT
Environment: Urban
 
Big Idea:

Different real-world contexts and words can be used to describe relationships between rational numbers.

 
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Reflections (1)
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Integers: Number Lines and Absolute Values

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Carla Seeger
New Haven, CT
Environment: Urban
 
Big Idea:

Opposite rational numbers have the same distance from 0 on a number line. The absolute value of a number represents the distance from the number to 0.

 
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Comparing Rational Numbers

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Carla Seeger
New Haven, CT
Environment: Urban
 
Big Idea:

Rational numbers and number lines can be used to represent real world situations.

 
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Resources (18)
 
Reflections (1)
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Review of Rational Numbers on the Number Line

6th Grade Math » Unit: Number Sense (2)
6th Grade Math » Unit: Number Sense (2)
Michelle Schade
Plainfield, IL
Environment: Suburban
 
Big Idea:

Preparing for a test requires lots of practice and this review will help students show what they know about how to use a number line.

 
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Reflections (1)
rational numbers
   

Interpret Integers in Context

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Carla Seeger
New Haven, CT
Environment: Urban
 
Big Idea:

Rational numbers and number lines can be used to represent real world situations.

 
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Resources (17)
 
Reflections (1)
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Comparing and Ordering Integers

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Carla Seeger
New Haven, CT
Environment: Urban
 
Big Idea:

The order in which numbers are placed on a number line will determine relative value of the numbers.

 
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Resources (17)
 
Reflections (1)
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The Meaning of Absolute Value

6th Grade Math » Unit: Number Sense (2)
6th Grade Math » Unit: Number Sense (2)
Michelle Schade
Plainfield, IL
Environment: Suburban
 
Big Idea:

What is the meaning of absolute value?

 
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Resources (19)
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Tracking Stocks and Distance on the Coordinate Plane

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

Which stock price had the largest change? How do you know? What is the distance between (a, 5) and (a, -3)? Students continue tracking their investments and work on strategies for calculating length of horizontal and vertical lines.

 
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Resources (31)
 
Reflections (1)
unit 3 10 image
   

Tracking Stocks and the Coordinate Plane

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

Which stock price had the largest change? How do you know? How do you represent a point on the coordinate plane? Students continue tracking their investments.

 
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Resources (28)
unit 3 9 image
   

Tracking Investments and Review

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

Students continue tracking their investments and apply what they have learned about absolute value to complete group tasks.

 
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Resources (24)
 
Reflections (1)
unit 3 11 image
   

Where Does That Fall On The Number Line?

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

Where does five-thirds belong on a number line? What about 1.61? Students apply their knowledge of fractions and decimals in order to compare and order fractions and decimals.

 
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unit 3 1 image
   

Unit Test

6th Grade Math » Unit: Integers and Rational Numbers
6th Grade Math » Unit: Integers and Rational Numbers
Andrea Palmer
Somerville, MA
Environment: Urban
 
Big Idea:

What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 3 test.

 
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Reflections (1)
unit 3 16 image
   

Error Analysis: Unit 1 Test

7th Grade Math » Unit: Integers
7th Grade Math » Unit: Integers
Yazmin Chavira MTP
Environment: Urban
 
Big Idea:

Students will receive a detailed score report and will learn the standards they should practice during this lesson.

 
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day 23 error analysis
   
7th Grade Math » Unit: Integers
Yazmin Chavira MTP
Environment: Urban
 
Big Idea:

Students use absolute value and the additive inverse to answer questions in cooperative, information sharing circles

 
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lesson 5 day 6

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. (Combine and relabel)

Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °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.

Common Core Math
 
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