1. Intro to Absolute Value
21st Century Lessons
Intro to Absolute Value
6.NS.7 (c)

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

3. 21st Century Lessons – Teacher Preparation
Please do the following as you prepare to deliver this lesson:
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.
Feel free to customize this file to match the language and routines in your classroom.
*1st Time Users of 21st Century Lesson:
Click HERE for a detailed description of our project.

4. Lesson Overview (1 of 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 Description
The 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.

5. Lesson Overview (2 of 3) Lesson Vocabulary
Absolute 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

6. Lesson Overview (3 of 3) Common Core State Standard Before and After
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.
*The absolute value half of this standard is the second part of standard 6.NS.7. The previous lesson focused on inequalities.

7. Warm Up
OBJECTIVE: SWBAT use absolute values to determine the magnitudes of quantities.
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.
(Time on this slide - 7 min) Time passed – 7
Solicit responses and key on answers that explain distance as a positive quantity.
Agenda

8. Agenda:
OBJECTIVE: SWBAT use absolute values to determine the magnitudes of quantities.
1) Warm Up (Independent)
2) Launch Intro to Absolute Value (Teacher directed)
3) Explore Magnitudes of Quantities (Group)
Explore Hallway at School (Group)
4) Summary (Independent)
5) Assessment (Independent)
(Time on this slide – 1 min) Time passed – 8
6) HW Practice (Independent)

9. Lesson Vocabulary and Language Objectives
Word
Definition
Example/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 3 -3 3 3 3
(Time on this slide - 5 min) Time passed – 13
Depending on class norms, students can either fill vocab on CW handout or in designated vocab section of their notebooks.
Preparation Notes
I have chosen not to introduce “or equal to” inequalities in the notes. I feel this will complicate the initial understanding. It will be hinted at in the HW and must be addressed in a future lesson. Contributing to this decision is the idea that these inequalities are actually 2 symbols in 1. I want to stress the inequality aspect alone.
Agenda

10. When we want to know distance from 0, we use Absolute Value.
Launch 1 – Intro to Absolute Value
When we want to know distance from 0, we use Absolute Value.
Joseph lives in the green house.
Alexa 2
1) Explain how far away
Joseph’s friends live. 1 -2 -1 1 2
Nick
Dan -1
2) Nick and Dennis are at -2. Explain how they
are positive 2 away from Joseph.
(Time on this slide - 10 min) Time passed – 23
Tell students that the focus is not on the value at each location, but the distance
needed to get to Carlos’ house (zero). -2
Dennis
Absolute values are always positive.
Agenda

11. Explore 1 – Magnitude of Quantities-5 -4 -3 -2 -1 1 2 3 4 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.
(Time on this slide - 12 min) Time passed – 35
Shoulder Partner pairings – allow students about 8 minutes before reviewing answers with class.
6) Which number, 4 or -5, do you think has the greater magnitude? Explain.
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.
Agenda

12. Explore 2 Hallway at Jessie’s School
Library
Health
Spanish
Physics
Café
Gym
Math
ELA
Biology
The Café is in the middle of the school’s hallway. Jessie 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 Jessie finish her day?
8) After leaving the café, how many total rooms did Jessie 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 #7?
(Time on this slide - 10 min) Time passed – 45
Allow groups of 4 to wrestle with this. Provide minimal guidance. If a group member provides
a correct solution, ask another group member to explain it to you.
This slide is meant to differentiate between the idea of net distance and absolute distance traveled. The equations, compared side by side, should reinforce the story.
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

13. Explore 2 Hallway at Jessie’s School3 -5 2
Library
Health
Spanish
Physics
Cafe
Gym
Math
ELA
Biology
7) Jessie finishes in the café.
8) Jessie passes or enters 10 rooms.
9) – = (Distance from starting point)
(Time on this slide - 5 min) Time passed – 50
Time permitting…students could present their findings with group. If time is tight, review as a class.
10) (Absolute distance traveled)
Agenda

14. Summary
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.
(Time on this slide - 5 min) Time passed – 55
Allow at least 3 minutes to pass, then solicit responses.
Agenda

15. Assessment 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?
(Time on this slide - 5 min) Time passed – 60
Sign off on or collect Keys from students.
Agenda

16. 1st Time Users of 21st Century Lessons
Description of 21st Century Lessons:
Welcome to 21st 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. 21st 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.
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17. 1st Time Users of 21st Century Lessons
Standards for This Unit
The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards:
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18. 1st Time Users of 21st Century Lessons
Requirements to teach 21st Century Lessons:
 In order to properly use 21st 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
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19. 1st Time Users of 21st Century Lessons
Strongly Suggested to teach 21st 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.
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20. 1st Time Users of 21st Century Lessons
Lesson Preparation (Slide 1 of 2)
We suggest spending 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 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.
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21. 1st Time Users of 21st Century Lessons
Lesson Preparation (Slide 2 of 2)
 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.
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22. 1st Time Users of 21st Century Lessons
Features built into each PowerPoint lesson
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
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23. 21st Century Lessons The goal…
The goal of 21st 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.

24. 21st Century Lessons The people…
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 21st Century Lessons
Brian Connor – Technology Coordinator

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