THE MELROSE SCHOOL/PUBLIC SCHOOL-MIDDLE SCHOOL 29
LESSON PLAN
th
Date(s): September 9 , 2019
Lesson Title: Identifying Rational Numbers
Name of Teacher: Ms. Burgess
Grade Level: 7th
Subject: Math
Unit of Study: Operations with Rational Numbers
The student will be able to
Lesson Objective:
1. Represent rational numbers on the number line.
2. Define opposites and absolute value.
Students must:
Criteria for Success:
Materials/Technology:
Essential Vocabulary:
Do Now:
1. Understand that numbers on the number line increase from left to
right (or bottom to top), and decrease from right to left (or top to
bottom).
2. Represent positive and negative integers, fractions, and decimals on
the number line.
3. Define opposite numbers as numbers that are the same distance
from 0 but on opposite sides on the number line.
4. Define the absolute value of a number to be the distance from 0,
which, as a measure of distance, is either positive or zero.
PowerPoint Presentation
Student Notebooks
Number Line
● Document Camera
●
●
●
Rational Number, Absolute Value,
Students will read and annotate the problem of the week.
[see PUMP attachment]
This lesson is building towards the following standard
Standard Addressed:
Foundational Standard(s):
7.NS.A.1 — Apply and extend previous understandings of addition and
subtraction to add and subtract rational numbers; represent addition and
subtraction on a horizontal or vertical number line diagram.
6.NS.C.5 — Understand that positive and negative numbers are used together
to describe quantities having opposite directions or values (e.g., temperature
above/below zero, elevation above/below sea level, credits/debits,
positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in
each situation.
6.NS.C.6 — 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.NS.C.7 — Understand ordering and absolute value of rational numbers.
Match Fishtank
www.matchfishtank.org
Mathematic
al Practices
Target Problems and Essential Questions
Anchor Problems
Problem 1
Darnell thinks that –4 is less than –6 because 4 is smaller than 6, and –4 is closer to 0 than –6 is. Draw a number line to show the numbers 0,
–4, and –6. Then explain why Darnell is incorrect.
Guiding Questions
What happens to the size of numbers when you move to the right on a number line? To the left?
What integer is directly to the right of 0? Directly to the left?
Match Fishtank
Are –4 and –6 to the right or left of 0 on the number line?
www.matchfishtank.org
Which number, –4 or –6, is farther to the left of 0?
What isProblems
an example of a number that is less than –6? Greater than –4?
Anchor
Notes
Problem 1
Students
be
given
athethan
number
line.
Teacher
guide
Darnell
thinks
thatreferred
–4will
is less
–6 because
4 is follow
smaller
6, andconvention
–4 is closer
0 than
–6 is. Draw
a number
line
to show
The
number
lines
to than
and
used
in this unit
general
oftobeing
ordered
from left
to rightwill
or bottom
tothetop.numbers 0,
–4, and –6. Then explain why Darnell is incorrect.
students
on how to label the number line and then identify
Guiding Questions
Problem
2
the
placement
of when
the
positive
negative
numbers.
What happens to the size of numbers
you move
to the right on aand
number line?
To the left?
What integer is directly to the right of 0? Directly to the left?
Are –4 and –6 to the right or left of 0 on the number line?
Students will
read problem
quietly for 1
minute. They
will then turn
and talk to a
partner for a
minute.
Teacher will
circulate as
students
discuss listening
for use of key
vocabulary
For each
situation
described
drawto athenumber
line and represent the situation as a point on the number line.
Which
number,
–4 or –6,below,
is farther
left of 0?
What is an example of a number that is less than –6? Greater than –4?
a. Deposit of $75
Notes
The number lines referred to and used in this unit follow the general convention of being ordered from left to right or bottom to top.
b.
feet below sea level
Problem 2
c. Temperature of 25˚C
d. each
12 degrees
below
0 on the
Celsius
For
situation
described
below,
drawscale
a number line and represent the situation as a point on the number line.
e.a.Withdrawal
of $120
Deposit of $75
b.
feet below sea level
Guiding
Questions
c. Temperature of 25˚C
d. 12 degrees below 0 on the Celsius scale
e.What
Withdrawal
of $120
vocabulary
words do you notice that describe positive and negative values?
Guiding
Questions
Which examples
will be represented to the left of or below 0 on a number line? To the right of or above?
What
will youwords
use for
number
Whatscale
vocabulary
do each
you notice
thatline?
describe positive and negative values?
Which examples will be represented to the left of or below 0 on a number line? To the right of or above?
Does
0 always have to be in the middle of the number line? Why or why not?
What scale will you use for each number line?
Does 0 always have to be in the middle of the number line? Why or why not?
Between which two integers is “
Between which two integers is “
feet below sea level” located on the number line? Which integer is it closer to?
feet below sea level” located on the number line? Which integer is it closer to?
Problem 3
Problem 3
Jessica says she’s thinking of two numbers. They are 24 units apart on the number line, and they are opposites. What are the two numbers?
Guiding Questions
Jessica says she’s thinking of two numbers. They are 24 units apart on the number line, and they are opposites. What are the two numbers?
What do you know about Jessica’s numbers?
Where are they, generally, on the number line?
Guiding
Questions
Could there
be more than one pair of numbers that Jessica is thinking about, or is there only one pair possible?
What if Jessica said she was thinking about a pair of opposites that were 32.6 units apart on the number line. What are the numbers now?
What do you know about Jessica’s numbers?
Problem 4
Where are they, generally, on the number line?
YouCould
start on
a number
linethan
at 5one
andpair
thenofmove
somethat
distance.
ending about,
locationorcan
be represented
by possible?
.
there
be more
numbers
JessicaYour
is thinking
is there
only one pair
Jessica
said shelocations
was thinking
aboutbea atpaironoftheopposites
that were
apart online.
the number line. What are the numbers now?
a.What
Whatifare
two different
you could
number line?
Show32.6
this units
on a number
b. For each location, how far did you travel to get there?
Guiding Questions
Problem 4
What does
mean?
Which two numbers have an absolute value of 3?
Which
on amove
number
line?distance. Your ending location can be represented by
You start
ondirections
a numbercan
lineyou
at 5move
and then
some
How are opposites and absolute value related? How are they different?
.
a. What are two different locations you could be at on the number line? Show this on a number line.
b. For each location, how far did you travel to get there?
Guiding Questions
What does mean?
Students will then work
Which two numbers have an absolute value of 3?
Independent Practice
on Parts c, d,
Which directions can you move onindependently
a number line?
How are opposites and absolute value
related?eHowof
are they
different?
and
problem
2.
MP.4
Model with mathematics
We will discuss and address
any misconceptions that are
highlighted as I circulate
class.
Students will work on
Problems 3 and 4 in a small
group.
Partner/ Small Group
Practice
MP.1 - Make sense of
problems and make sense in
solving them.
MP. 3- Construct viable
arguments and critique the
reasoning of others
MP.7- Look for and make use
of structure
Exit Ticket &
Assessment:
(5 Minutes)
Extension
Activity
(If
Applicable):
Homework:
Students will be assigned a target problem. See exit ticket in folder.
Students who finish ahead of time will complete start working on homework problem set
from homework packet.
Students will be assigned a practice problem set based on lesson. See homework problem
set in Folder.