1. 21 st Century Lessons Number Order vs. Absolute Value 1 6.NS.C.7d

2. 2 This project is funded by the American Federation of Teachers.

3. 3 *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.

4. 4 Lesson Objective Students Will Be Able To…Distinguish comparisons of absolute value from statements about order. Lesson DescriptionThis lesson contains review of absolute value and magnitude while discussing the language surrounding these concepts that often confuses students. It emphasizes identifying the context of the math in discerning the numerical values coinciding with the verbiage. Lesson Overview (1 of 4)

5. 5 Lesson VocabularyContext MaterialsClasswork notes should be a double-sided copy. Homework sheet is single-sided. Summary “key to leave” copies needed for all students. Common Core State Standard CCSS.Math.Content.6.NS.C.7d 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. Lesson Overview (2 of 4)

6. 6 ScaffoldingThe lesson unfurls rather concretely and learners should have accessibility. As this lesson deals much in the nuances of language as it relates to quantities, English Language Learners may need more time and explanation with each example/slide. EnrichmentPairing students with solid language skills with English Language Learners would provide good opportunity for the advanced students to explain and, in turn, internalize the lesson while, at the same time, aiding peers. Online Resources for Absent Students As this lesson does not focus on a procedural mathematic process as much as language nuance, absent students should receive hard copies of the presentation as a resource. Lesson Overview (3 of 4)

7. 7 Lesson Overview (4 of 4) Before and AfterThis lesson comes as review of lessons on relative sizes of quantities, absolute value, and magnitude. It serves well at the end of a unit on these concepts. Topic BackgroundThis objective is born from the difficulties students have in transferring numerical skills to language-based scenarios. While the lesson may seem to be subtle in terms of skill advancement, it is essential for students that would otherwise be unable to link quantity comparison math skills to situations they will encounter in readings and in their lives.

8. Warm Up How many halves, (1/2), are there in an eighth, (1/ Agenda 8 In the prior lessons, we learned about relative sizes of quantities, absolute value, and magnitude. The key is to know when to utilize one vs. another. Often times, it’s the words around the math, the Context, that can make this tricky. Wednesday’s Temperature 85 o F Thursday’s Temperature 75 o F a)The temp. decreased by -10 o b)The temp. decreased by 10 o c)The change in temp. was -10 o d)The change in temp. was 10 o 2 of the statements below are accurate and 2 are not, label each appropriately. Inaccurate Accurate Learning Objective: Students Will Be Able To…Distinguish comparisons of absolute value from statements about order.

9. Agenda and Objectives 1) Warm Up 3) Launch 4) Explore (4) 5) Assessment 9 Learning Objective: Students Will Be Able To…Distinguish comparisons of absolute value from statements about order. Language Objective: SWBAT discuss the problem Context to identify the mathematics needed to solve the problems. Independent Teacher guided Independent, partners, group “Key to leave” check 2) Vocabulary Teacher guided

10. Lesson Vocabulary and Language Objectives WordDefinition Context (math specific definition) The circumstances surrounding a problem that determine actions necessary to solve Increase Going up, assumes that the quantity is positive, the word increase takes the place of the positive sign Decrease Going down, assumes the quantity is negative, the word decrease takes the place of the negative sign Agenda 10

11. Launch – Get your Context Straight Agenda 11 Joey owes a credit card company $150 for sneakers that he purchased with his credit card. Numerically, how would you represent his debt? -$150 Verbally, how would you say this? Joey owes $150 dollars. Joey is $150 in debt. In the verbal scenario, the absolute value of -150 is used. This is because the words “owe” and “debt” are the context that indicate negative. Since they represent negative…there is no need to include the negative sign.

12. Explore 1 – Get your Context Straight Agenda 12 Joey has received numerous parking tickets because he forgets to pay the meters. His tickets sum to $225. -$225 Accountant 1) How would an accountant, a person who tracks money numerically, working at the parking office write the amount Joey owes? 2) If a letter is sent to Joey’s home indicating what he owes, what would it say? You owe $225 You have a debt of $225

13. Explore 2 – Scoring in the context of Golf Agenda 13 In the sport of golf, having a low/small score is better than having a high/large score. A score of zero is known as par. Woods-8 Mickelson-4 Mcilroy-2 Goosen1 Scott7 Couples10 Garcia15 3) If you knew nothing about golf and its context, who would you think won this tournament? 4) A) Who has a greater absolute value (magnitude from par), Mcilroy or Couples? B) Who played a better round of golf? 5) By how many strokes did Woods beat Garcia? Garcia A)Couples 0 -8 15 += 23 B) Mcilroy

14. Explore 3 – Rapid Response…. Agenda 14 6) Between shopping and tickets Joey has a debt of $375. Numerically, give a debt amount greater than $375 7) Numerically, how would you write a loss of 20 lbs in weight? 8) Verbally, how would you write a -$5,000 change in a home’s price? 9) If West is a negative direction and East is positive. How many miles does someone run if they go from a position 7 miles West and finish 4 miles East? 10) Numerically, supply a debt amount that is less than $100. 11) True/False…Magnitudes are negative values. 12) True/False… 12 is greater than 10 and a debt of 12 is greater than a debt of 10. *Greater means greater debt, not larger number *Think of number line with West negative and East positive *Less debt does mean greater number

15. Explore 4 – Context creation…. Agenda 15 Use the picture, number, and words provided to create context (a written statement) Ex) -10, below A scuba diver was 10 ft below the water surface. 13) -7, decrease 14) -24, absolute value W 24 th Street 15) -$1,500 and -$2,000, greater magnitude 16) -9.8, gravity, fall

16. Assessment 16 Agenda Name:__________ Key to Leave Place the phrases/numbers in order from least to greatest. decreased by 3.8 dropped 4.9 increased by 7.1 gained 3.4 absolute value of -8 magnitude of 5 absolute value of 8.1 6 dollars in debt at most -3 at least 10 Least Greatest # Correct 6 dollars in debt dropped 4.9 decreased by 3.8 at most -3 gained 3.4 magnitude of 5 increased by 7.1 absolute value of -8 absolute value of 8.1 at least 10

17. Back to Overview 17 1 st Time Users of 21 st Century Lessons Welcome to 21 st Century Lessons! We are a non-profit organization that is funded through an AFT (American Federation of Teachers) Innovation Grant. Our mission is to increase student achievement by providing teachers with free world-class lessons that can be taught via an LCD projector and a computer. 21 st Century Lessons are extremely comprehensive; we include everything from warm–ups and assessments, to scaffolding for English language learners and special education students. The lessons are designed into coherent units that are completely aligned with the Common Core State Standards, and utilize research-based best practices to help you improve your students’ math abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you like. Description of 21 st Century Lessons: Next Slide

18. 18 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 OverviewNext Slide

19. 19 1 st Time Users of 21 st Century Lessons In order to properly use 21 st Century Lessons you will need to possess or arrange the following things: Required: PowerPoint for P.C. (any version should work) Note: Certain capabilities in the PowerPoint Lessons are not compatible with PowerPoint for Mac, leading to some loss of functionality for Mac PowerPoint users. An LCD projector Pre-arranged student groups of 2 – (Many lessons utilize student pairings. Pairs should be seated close by and be ready to work together at a moment’s notice. Scissors – at least 1 for every pair Requirements to teach 21 st Century Lessons: Back to OverviewNext Slide

20. 20 1 st Time Users of 21 st Century Lessons Computer speakers that can amplify sound throughout the entire class “Calling Sticks” – a class set of popsicle sticks with a student’s name on each one A remote control or wireless presenter tool– to be able to advance the PowerPoint slides from anywhere in your classroom Personalize PowerPoints by substituting any names and pictures of children we included in the PowerPoint with names and pictures of your own students. Since many lessons utilize short, partner-processing activities, you will want a pre- established technique for efficiently getting your students’ attention. (“hands- up”, Count from “5” to “0” etc.) Project onto a whiteboard so you or your students can solve problems by hand. (Lessons often have a digital option for showing how to solve a problem, but you may feel it is more effective to show the work by hand on a whiteboard.) Internet connectivity – without the internet you may not have full functionality for some lessons. Strongly Suggested to teach 21 st Century Lessons: Back to OverviewNext Slide

21. 21 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 OverviewNext Slide

22. 22 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 OverviewNext Slide

23. 23 1 st Time Users of 21 st Century Lessons There are several features which have been incorporated into our PowerPoint lessons to help make lessons run more smoothly as well as to give you access to additional resources during the lesson should you want them. These features include: Agenda Shortcuts – On the agenda slide, click on any section title and you will advance to that section. Click the agenda button on any slide to return to the agenda. Action Buttons – On certain slides words will appear on the chalk or erasers at the bottom of the chalkboard. These action buttons give you access to optional resources while you teach. The most common action buttons are: Scaffolding – gives on-screen hints or help for that slide Answers – reveals answers to questions on that slide Challenge – brings up a challenge questions for students Agenda – will return you to the agenda at the beginning of the lesson Features built into each PowerPoint lesson Back to OverviewNext Slide

24. The goal of 21 st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons. These lessons are intended to: Support an increase in student achievement; Engage teachers and students; Align to the National Common Core Standards and the Massachusetts curriculum frameworks; Embed best teaching practices, such as differentiated instruction; Incorporate high-quality multi-media and design (e.g., PowerPoint); Be delivered by exemplary teachers for videotaping to be used for professional development and other teacher training activities; Be available, along with videos and supporting materials, to teachers free of charge via the Internet. Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers. 21 st Century Lessons The goal… 24

25. Directors: Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee Ted Chambers - Co-director of 21st Century Lessons Tracy Young - Staffing Director of 21st Century Lessons Leslie Ryan Miller - Director of the Boston Public Schools Office of Teacher Development and Advancement Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons Carla Zils – Curriculum Director (Math) of 21 st Century Lessons Brian Connor – Technology Coordinator 21 st Century Lessons The people… 25