ALEX Resources

   View Standards     Standard(s): [MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

[MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

This lesson allows students to become familiar with a number line. Students can explore a number line and develop knowledge of numerical concepts. While it covers a 6th grade standard, this lesson can be used as part of a 7th or 8th grade lesson on integers.

This is a College- and Career-Ready Standards showcase lesson plan.

   View Standards     Standard(s): [MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

The students will create integer cards (using positive and negative whole numbers and decimals) and then work with classmates to put them in order in a number line diagram.  The activity is progressive to help scaffold understanding.

This activity was created as a result of the ALEX  Resource Development Summit.

   View Standards     Standard(s): [MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

In this introduction to integers, the students discuss the meaning of the number zero and then practice determining whether a situation should be represented by a positive or a negative number. They will either jump or sit down to physically represent integers.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2015] (6) 9 :

9 ) 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. [6-NS6]

a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., - (-3) = 3, and that 0 is its own opposite. [6-NS6a]

b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. [6-NS6b]

c. 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. [6-NS6c]

[MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

Module 3, Topic A focuses on the development of the number line in the opposite direction (to the left or below zero). Students use positive integers to locate negative integers, understanding that a number and its opposite will be on opposite sides of zero and that both lie the same distance from zero. Students represent the opposite of a positive number as a negative number and vice-versa. Students realize that zero is its own opposite and that the opposite of a number is actually the number itself (6.NS.C.6a). They use positive and negative numbers to represent real-world quantities such as -50 to represent a $50 debt or 50 to represent a $50 deposit into a savings account (6.NS.C.5). Topic A concludes with students furthering their understanding of signed numbers to include the rational numbers. Students recognize that finding the opposite of any rational number is the same as finding an integer’s opposite (6.NS.C.6c) and that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs.

   View Standards     Standard(s): [MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

In this interactive activity, students will be led through steps to tell temperature using a thermometer. There are teaching activities as well as practice activities available. There is a karaoke song with printable lyrics that will help students learn and review the strategies taught during the activity. After utilizing this resource, the students can complete the short quiz to assess their understanding.