Curriculum / Math / 6th Grade / Unit 4: Rational Numbers / Lesson 9
Math
Unit 4
6th Grade
Lesson 9 of 13
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Define absolute value as the distance from zero on a number line.
The core standards covered in this lesson
6.NS.C.7.C — Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
Common misconceptions with absolute value involve confusing absolute value with opposites or with distinct locations on the number line. To support the understanding of absolute value as a distance, use points to show locations of numbers or values, but use line segments or horizontal brackets to show distance/magnitude for absolute value (MP.6).
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
25-30 minutes
A flea is jumping around on the number line.
a. If he starts at 1 and jumps 3 units to the right, then where is he on the number line? How far away from zero is he?
b. If he starts at 1 and jumps 3 units to the left, then where is he on the number line? How far away from zero is he?
c. If the flea starts at 0 and jumps 5 units away, where might he have landed?
d. If the flea jumps 2 units and lands at zero, where might he have started?
e. The absolute value of a number is the distance it is from zero. The absolute value of the flea’s location is 4, and he is to the left of zero. Where is he on the number line?
Upgrade to Fishtank Plus to view Sample Response.
Jumping Flea, accessed on Aug. 11, 2017, 12:47 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
For each number in the table:
Number
Absolute Value
(show with symbol)
Number Line Diagram
Number with Same Absolute Value
Grade 6 Mathematics > Module 3 > Topic B > Lesson 11 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Absolute value and opposites are related but not the same. Consider each statement below and answer with always, sometimes, or never. Be prepared to defend your reasoning.
a. Finding the absolute value of a number is the same thing as changing its sign.
b. The absolute value of a number is positive.
c. The absolute value of a number is not negative.
d. The opposite of a number is positive.
e. $${|a| = |-a|}$$
f. You and a friend are both 2 miles from school, so that means you’re both in the same location.
A set of suggested resources or problem types that teachers can turn into a problem set
15-20 minutes
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
On the number line, show all of the values that have an absolute value of 2.5.
How is the opposite of -2.5 different from the absolute value of -2.5?
Compare the following values using the symbols $${<}$$, $${>}$$, or $$=$$.
a. $${|{-2}|}$$ ________ $${-2}$$
b. $${|-5|}$$ ________ $${|-8|}$$
c. $${-1.4}$$ ________ $${|-1.3|}$$
d. $$7$$ ________ $$|7|$$
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
Next
Model magnitude and distance in real-life situations using order and absolute value.
Topic A: Understanding Positive and Negative Rational Numbers
Extend the number line to include negative numbers. Define integers.
Standards
6.NS.C.66.NS.C.6.C
Use positive and negative numbers to represent real-world contexts, including money and temperature.
6.NS.C.5
Use positive and negative numbers to represent real-world contexts, including elevation.
Define opposites and label opposites on a number line. Recognize that zero is its own opposite.
6.NS.C.6.A6.NS.C.6.B
Find and position integers and rational numbers on the number line.
6.NS.C.6.C
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
Topic B: Order and Absolute Value
Order integers and rational numbers. Explain reasoning behind order using a number line.
6.NS.C.6.C6.NS.C.7.A
Compare and interpret the order of rational numbers for real-word contexts.
Write and interpret inequalities to compare rational numbers in real-world and mathematical problems.
6.NS.C.7.A6.NS.C.7.B
6.NS.C.7.C
6.NS.C.7.C6.NS.C.7.D
Topic C: Rational Numbers in the Coordinate Plane
Use ordered pairs to name locations on a coordinate plane. Understand the structure of the coordinate plane.
6.NS.C.6.B6.NS.C.6.C
Reflect points across axes and determine the impact of reflections on the signs of ordered pairs.
6.NS.C.6.B
Calculate vertical and horizontal distances on a coordinate plane using absolute value in real-world and mathematical problems.
6.NS.C.7.C6.NS.C.8
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable math lesson plans for free