6.NS.7 - Absolute Value with Balance and Debts (6.NS.5)

6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
6.NS.7 -  Absolute Value with Balance and Debts (6.NS.5)
Grade Levels
Common Core Standards
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2 MB|14 pages
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Product Description
This lesson brings together a unit on extending the number line as it applies to real world contexts.

This lesson includes:
Lesson problem (serves as notes)
Exit Ticket
Station Activities (5 – Ideal for student presentation and peer teaching)
Solutions

While it’s not necessary, it’s helpful if students have already applied the concept of balance to the number line. New vocabulary: debt.

Students here graph and analyze balances on a number line and distinguish comparisons of absolute value from statements about order. In other words, the greater the debt, the lower the balance.

I found it helpful to start this lesson by choosing random students from the class and stating balances and amounts owed. We placed them on the number line and students were able to translate the concept of “monies owed” to negative balances, then I just popped the word debt in there and they hardly knew the difference. When it came to independent practice, there will naturally be the temptation to position all positive numbers to the right of zero, just point out debt and they’ll remind you what that means. [We also started the entire lesson with a quick review on where positive and negative numbers reside in relation to zero.]

This lesson incorporates the horizontal number line. The stations are lettered so that they could be combined with the stations I’ve posted with the Elevations and Depths lesson that incorporates the vertical number line. Also suitable for a future review. It makes differentiation easy to assign more of some or the other.

This year I let students choose a station activity to work on and present in class the following the day. On the back of all of the stations I had printed their homework (which was station C).

Standards covered:

6.NS.5 Use positive and negative numbers to represent quantities in real world context, explain the meaning of 0 in each situation
6.NS.7a Interpret statements of inequality about the relative position of two numbers on a number line.
6.NS.7b Write, interpret and explain statements of order for rational numbers in real world context
*6.NS.c Understand absolute value of a rational number as a distance from zero and interpret as magnitude for a positive or negative quantity
*6.NS.7d Distinguish comparisons of absolute value from statements about order
Total Pages
14 pages
Answer Key
Included
Teaching Duration
90 minutes
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