1. Intro to Absolute Value 6.NS.7 (B) 1

2. 2 *1 st Time Users of 21 st Century Lesson: Click HERE for a detailed description of our project.HERE 21 st Century Lessons – Teacher Preparation Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets. Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly. Please do the following as you prepare to deliver this lesson: Feel free to customize this file to match the language and routines in your classroom.

3. 3 Lesson Objective This lesson is designed to introduce students to the concept and usage of absolute value. It is tied to the second part of common core standard 6NS7. OBJECTIVE: SWBAT use absolute values to determine the magnitudes of quantities. Lesson DescriptionThe lesson uses real world scenarios such as distances from a residence or a classroom to showcase where absolute value and magnitude would be necessary to make comparisons. The lesson is visual, rather than calculation heavy, as once the concept connection is made, students usually find the calculation of quantities contained within absolute value symbols relatively easy. Lesson Overview (1 of 3)

4. 4 Lesson VocabularyAbsolute Value, Absolute Value Symbol, and Magnitude (see slide #10) Materials Classwork and homework handouts must be copied. Classwork should be handed out ahead of time as students follow along. Scaffolding This lesson is reduced to its vital elements and unveiled in a deliberate fashion. The vocab will be new to all, not just students that may be new to English. The group activities are designed to provide access to all levels of learners. Enrichment Some students may catch on rather quickly. If this is anticipated, the teacher may use selective groupings and make a more involved version of Explore #2 for an advanced grouping to attempt. Online Resources for Absent Students http://www.yoquieromath.org/pages/Tutorials2/AbsValue2Bi gStage.html Lesson Overview (2 of 3)

5. 5 Lesson Overview (3 of 3) Common Core State Standard 6.NS.7. Understand ordering and absolute value of rational numbers.* 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. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. Before and After Students are expected to have been introduced to the number line and understand the general properties and locations of rational numbers on the line. This lesson only hits on the second half of standard 6.NS.7. The half dealing with inequalities was reviewed in the previous lesson. Topic Background As absolute value lessons often come on the heels of students being introduced to integers, a major stumbling point can be confusing what they have just learned about negative numbers. Continuing to reference the number line can help to alleviate this. Also, absolute values help students think about when to think of certain numbers in different ways…like recognizing the need to focus only on distance.

6. Warm Up OBJECTIVE: SWBAT use absolute values to determine the magnitudes of quantities. 6 At left is a compass with the 4 primary directions. If someone travels 100 miles to the west, do we say they have traveled -100 miles? Explain why or why not. Agenda

7. Agenda: 1) Warm Up (Independent) 2) Launch Intro to Absolute Value (Teacher directed) 3) Explore 1 Magnitudes of Quantities (Group) 4) Summary (Independent) 6) HW Practice (Independent) 5) Assessment (Independent) 7 Explore 2 Hallway at School (Group) OBJECTIVE: SWBAT use absolute values to determine the magnitudes of quantities.

8. Lesson Vocabulary and Language Objectives 8 WordDefinitionExample/Symbol Absolute Value a number’s distance from zero, distance is always measured in positive values Absolute Value Symbol “bracket-like” lines that inform one is calculating distance from zero Magnitude The size of distance in any given direction 0 3-3-3 3 3 3 Agenda

9. 9 Launch 1 – Intro to Absolute Value Agenda Carlos lives in the green house. Rita Pedro Sam Eve 1) Explain how far away Carlos’ friends live. 2 1 1-2 -2 2 2) Eve and Sam are at -2. Explain how they are positive 2 away from Carlos. When we want to know distance from 0, we use Absolute Value. Absolute values are always positive.

10. 10 Explore 1 – Magnitude of Quantities -5-4-3-201234 5 3) Create an inequality statement (>, <) that relates the values represented by the green and red dots. 4) What are the absolute values of the quantities represented by the red and green dots? 5) Create an inequality statement that relates the absolute values of the dots. Even though 4 is much larger than -5, -5 has a greater magnitude than 4. Absolute value proves this. Magnitude is the size of the distance in any given direction. 6) Which number, 4 or -5, do you think has the greater magnitude? Explain. Agenda

11. 11 Explore 2 Hallway at Nia’s School LibraryHealthSpanishPhysicsCaféGymMathELABiology The Café is in the middle of the school’s hallway. Nia just ate lunch in the Café. After lunch, she attended class 2 rooms to the right of the café (Math). She then went 5 rooms to the left of Math. After this class she traveled 3 rooms to the right. 7) In what room does Nia finish her day? 8) After leaving the café, how many total rooms did Nia either pass by or enter? *Hint - if she passes or enters a room more than once, it should be counted again. 9) Assuming the Café is the number 0, write an equation that represents the answer to #6? 10) Assuming the Café is the number 0, write an equation that represents the answer to #7? *Hint – you will need to use absolute value symbols. Agenda

12. 12 Explore 2 Hallway at Nia’s School LibraryHealthSpanishPhysicsCafeGymMat h ELABiology 7) Nia finishes in the café. 8) Nia passes or enters 10 rooms. 9) 0 + 2 – 5 + 3 = 0 (Distance from starting point) 10) (Absolute distance traveled) 2 3 -5 Agenda

13. Summary 13 Explain the similarities and differences of the numbers above. You must use the terms absolute value and magnitude in your summary. *Challenge - Explain whether you want a high or low magnitude of debt. Agenda

14. Assessment 14 Name:__________ Key to Leave Solve the following. A diver is 15 feet below the surface of the water. 4) What number would represent his position on a number line? 5) What number would represent the distance/magnitude of his dive? Agenda

15. 15 1 st Time Users of 21 st Century Lessons The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards: Standards for This Unit Back to LessonNext Slide

16. 16 1 st Time Users of 21 st Century Lessons We suggest spending 30-45 minutes reviewing a lesson before teaching it. In order to review the lesson run the PowerPoint in “Slideshow “- Presenters View and advance to the “Lesson Overview” slide. By clicking on the various tabs this slide will provide you with a lot of valuable information. It is not necessary to read through each tab in order to teach the lesson, but we encourage you to figure out which tabs are most useful for you. Note: All of our lessons are designed to be taught during a 45-55 minute class. If your class is shorter than this you will have to decide which sections to condense/remove. If your class is longer we suggest incorporating some of the “challenge” questions if available. Lesson Preparation (Slide 1 of 2) Back to LessonNext Slide

17. 17 1 st Time Users of 21 st Century Lessons After reviewing the overview slide, click your way through the PowerPoint. As you go, make sure to read the presenter note section beneath each slide. The note section is divided into two sections: “In-Class Notes” and “Preparation Notes.” The In-Class Notes are designed to be concise, bulleted information that you can use “on the fly” as you teach the lesson. Included in In-Class Notes are: a) a suggested time frame for the lesson, so you can determine whether you want to speed up, slow down, or skip an activity, b) key questions and points that you may want to bring up with your students to get at the heart of the content, and c) answers to any questions being presented on the slide. The Preparation Notes use a narrative form to explain how we envision the activity shown on the slide to be delivered as well as the rationale for the activity and any insight that we may have. Lesson Preparation (Slide 2 of 2) Back to LessonNext Slide

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