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

2. 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.

3. 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

4. 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.

5. 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

6. 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)

7. 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

8. 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.
Carlos lives in the green house.
Rita 2
1) Explain how far away
Carlos’ friends live. 1 -2 -1 1 2
Eve
Pedro -1
2) Eve and Sam are at
-2. Explain how they
are positive 2
away from Carlos.
(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).
Absolute values are always positive. -2
Sam
Agenda

9. 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

10. Explore 2 Hallway at Nia’s School
Library
Health
Spanish
Physics
Café
Gym
Math
ELA
Biology
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?
(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

11. Explore 2 Hallway at Nia’s School3 -5 2
Library
Health
Spanish
Physics
Cafe
Gym
Math
ELA
Biology
7) Nia finishes in the café.
8) Nia 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

12. 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

13. 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