##
* *Reflection: Discourse and Questioning
Absolute Value - Section 1: Launch

The pre assessment that the students worked through indicated that absolute value was a mystery to them. It is always beneficial for understanding to discuss absolute value and the meaning of being closer to zero. A common misconception that students have is that the bigger "number" has the greater value. With that rationale -24 is greater than 5. We seemed to have it all worked out now.

*Solving the absolute value mystery*

*Discourse and Questioning: Solving the absolute value mystery*

# Absolute Value

Lesson 2 of 13

## Objective: Students will understand absolute value and use that value to place numbers on a number line.

*35 minutes*

#### Launch

*5 min*

**POD**

As student enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD also allows students to use MP 3 continually based on the discussions we have about the problem each day.

What is the difference between |24| and |-5|? Describe the placement on a number line.

I chose this question because a common misconception my students have is about the concept of absolute value. They usually assume that positive integers have greater absolute value. We need to make it evident, using a number line, what the absolute value actually refers to. During our discussion, I will ask them to compare |-24| to |5| as well. I need them to recognize that it is the distance on the number line, not whether the number is positive or negative that determines the greater absolute value.

**Learning Target**

The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to understand absolute value and the placement of those values on a number line and what that placement means.

*expand content*

#### Summary

*5 min*

I will use responses to this prompt as a** MyFavoriteNo **as the Problem of the day for the next lesson**. **

**Where does the answer to (-14) + (14) fall on the number line? How do you know?**

#### Resources

*expand content*

##### Similar Lessons

###### Adding and Subtracting Integers on a Number Line

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- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Integers Intro
- LESSON 2: Absolute Value
- LESSON 3: Integer Addition
- LESSON 4: Integer Addition Lab
- LESSON 5: Integer Subtraction
- LESSON 6: Integer Subtraction Lab
- LESSON 7: Multiplying Integers
- LESSON 8: Multiplying Integers Lab
- LESSON 9: Write It Wednesday-Multiplying Integers
- LESSON 10: Dividing Integers
- LESSON 11: Dividing Integers Lab
- LESSON 12: Write It Wednesday-Dividing Integers
- LESSON 13: Integers PostAssessment