Integers on a Number Line Task

Integers on a Number Line Task
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This task builds on students' prior knowledge of positioning positive integers on a number line and can be used as an introduction to positioning their negative opposites. It is designed to be used with the Decide and Defend instructional routine developed by Amy Lucenta, Grace Kelemanik, and Susan Janssen Creighton in their book Routines for Reasoning. Decide and Defend is an instructional routine in which students make sense of another's line of mathematical reasoning, decide if they agree with that reasoning, then draft an argument defending their decision. More information about the structure and flow of the routine can be found at www.fosteringmathpractices.com › decide-and-defend.

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Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
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