Reflection: Developing a Conceptual Understanding Integers: Number Lines and Absolute Values - Section 2: Intro to New Material

 

In this lesson, I guide students to create a number line that has zero as its center, and that counts by an interval of 1 (see Intro to New Material).  It's very important that this is not the only representation of a number line that students encounter throughout the unit.

I make sure that in student materials, on homework, on review, and on assessments, students are exposed to a variety of number lines.  This means students are seeing:

  • a mix of horizontal and vertical number lines
  • number lines that either don't have 0 represented, or have 0 represented to the left/right of the center
  • number lines that have intervals of whole numbers other than 1 (2, 50, etc.)
  • number lines that have integer intervals

I also give students practice with creating their own number lines, and show examples of student work when kids don't use a 0 in the middle.

I don't want students to encounter an unfamiliar number line on a district assessment or on the SBAC assessment and be thrown for a loop.

  Developing a Conceptual Understanding: Variety with Number Lines
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Integers: Number Lines and Absolute Values

Unit 3: Integers and Rational Numbers
Lesson 1 of 8

Objective: SWBAT identify and explain the meaning of the absolute value of a number; SWBAT represent integers using a number line.

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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Subject(s):
Math, Number lines , Integers, negative number, absolute value, integer, zero, distance from zero, rational numbers
  60 minutes
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