Students will be able to order and compare integers, including the absolute value of integers.

Two steps forward IS the same as two steps back!

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener. Please see my instructional strategy clip for how openers work in my classroom (Instructional Strategy - Process for openers). This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can compare integers using <, >, and = by identifying their position on a number line. I understand that the absolute value of a number is its distance from zero.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

50 minutes

**Instruction: ** To begin the explore portion of this lesson, I am going to first pass out the Integers and Absolute Value Notes, so that students can attempt to fill in their notes during the introductory video. After this video, I will use student volunteers to help fill in the guided notes, and to identify real world examples of integers. Bringing in real world application of integers is an application of **mathematical practice 4**, modeling with mathematics. At this point, I will direct students to take a look at the number line that I have taped on their table, which shows the correct progression from -10 to 10 – which is an application of **mathematical practice 5**, using tools strategically. Then, we will discuss the comparison problems on the bottom of the notes sheet. I will take volunteers to explain their answer and reasoning for these 4 problems. Next, we will move into absolute value. Based on the video, I am hoping to have student responses for the completion of the guided notes portion, and then I will take a moment to discuss the last statement, which is absolute value can never be negative. To do this, we will discuss going to Grandma’s house, and going to the supermarket. If the supermarket is 10 miles north of you and Grandma is 10 miles south of you, would you say that Grandma lives -10 miles away? I want students to grasp that absolute value is distance, and thus must be positive – negative distances wouldn’t exist! I will then have students try the problems on the bottom of the page with their table. I want students to struggle with #9 a bit before I go over it, as that will lead to a good discussion on whether it is 4 or -4, and treating absolute value bars like parenthesis in the order of operations. The practice problems will be a good reminder that precision is important, as a negative can really change an answer, which is an implementation of **mathematical practice 6**.

Instructional Stategy - How do table challenges work?**: **Time permitting, I am going to conduct a short table challenge, using the site XP Math - Math Games Arcade. I will pull playing cards to determine the order that tables participate. When a table’s card is pulled, they will come to the front of the room and complete the task on the smartboard. The table with the highest score will be the winner. Students will be reminded of the expectations for paying attention during the challenge.

5 minutes

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