1. Number Order vs. Absolute Value

2. Lesson Overview (1 of 4) Lesson Objective
Students Will Be Able To…Distinguish comparisons of absolute value from statements about order.
Lesson Description
This 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.
The word “interpret” is specified in the standard, thus in objective.

3. Lesson Overview (2 of 4) Lesson Vocabulary Context Materials
Classwork 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.

4. Lesson Overview (3 of 4) Scaffolding
The 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.
Enrichment
Pairing 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.

5. Lesson Overview (4 of 4) Before and After
This 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 Background
This 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.

6. Warm Up How many halves, (1/2), are there in an eighth, (1/
Learning Objective: Students Will Be Able To…Distinguish comparisons of absolute value from
statements about order.
How many halves, (1/2), are there in an
eighth, (1/
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 85o F
Thursday’s Temperature 75o F
2 of the statements below are accurate and 2 are not, label each appropriately.
Inaccurate
The temp. decreased by -10o
The temp. decreased by 10o
The change in temp. was -10o
The change in temp. was 10o
(Time on this slide - 5 min) Time passed – 5
It is assumed students have a routine of doing “warm-up” activity in notebooks.
Call on students to assist in answers prior to clicking. Discuss how the word “decrease” represents negative and “increase” represents positive. Emphasize how using decrease and a negative sign is redundant.
Accurate
Accurate
Inaccurate
Agenda

7. Agenda and Objectives 1) Warm Up 2) Vocabulary 3) Launch
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.
1) Warm Up
Independent
2) Vocabulary
Teacher guided
3) Launch
Teacher guided
4) Explore (4)
Independent, partners, group
(Time on this slide - 1 min) Time passed – 6
Call on students to read objectives aloud
5) Assessment
“Key to leave” check

8. Lesson Vocabulary and Language Objectives
Word
Definition
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
(Time on this slide - 4 min) Time passed – 10
Depending on class norms, students can either fill vocab on CW handout or in designated vocab section of their notebooks.
Ask students if they have encountered “Context” in any other classes and how it might now relate to math.
Agenda

9. Launch – Get your Context Straight
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.
(Time on this slide - 5 min) Time passed – 15
Be sure emphasize the difference between numerical and verbal. Discuss how “owing -$150” would be redundant and nonsensical.
Remind that Absolute value of -150 is 150.
Agenda

10. Explore 1 – Get your Context Straight
Joey has received numerous parking tickets because he forgets to pay the meters. His tickets sum to $225.
1) How would an accountant, a person who tracks money numerically, working at the parking office write the amount Joey owes?
Accountant
-$225
2) If a letter is sent to Joey’s home indicating what he owes, what would it say?
(Time on this slide - 5 min) Time passed – 20
Allow students 3 minutes to supply answers then review with class for 2 minutes.
You owe $225
You have a debt of $225
Agenda

11. Explore 2 – Scoring in the context of Golf
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
Goosen 1
Scott 7
Couples 10
Garcia 15
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
Couples
B) Mcilroy +
= 23 -8 15
(Time on this slide - 8 min) Time passed – 28
Have students work with table partners. Allow them 5 minutes for them to interpret and supply answers. Approx. 3 minutes to review with class.
Agenda

12. Explore 3 – Rapid Response….
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
(Time on this slide - 12 min) Time passed – 40
Students should work independently for 5 minutes, compare with a partner for 3 minutes, review with class for 4.
Hint boxes are set to appear automatically after 3 minutes on slide as scaffolding.
Agenda

13. Explore 4 – Context creation….
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 24th Street
15) -$1,500 and -$2,000, greater magnitude
16) -9.8, gravity, fall
(Time on this slide - 10 min) Time passed – 50
Students should work independently for 5 minutes, compare with a partner for 3 minutes, review with class for 4.
Run through example first, prior to clicking the rest of images to appear.
Agenda

14. Assessment Name:__________ Key to Leave
# Correct
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
6 dollars in debt
Least
dropped 4.9
decreased by 3.8
at most -3
gained 3.4
magnitude of 5
increased by 7.1
absolute value of -8
(Time on this slide - 10 min) Time passed – 60
Allow 6 minutes for students to complete, then have students exchange and grade. Tell students only to mark incorrect with a small “slash,” then tally and place number correct at top.
Collect from all students and assess understanding prior to next lesson.
For students that perform poorly, schedule a check in time or stop to discuss during a time when the rest of the class is working. This will either allow you to quickly remedy small confusion or, if confusion remains, suggest that the student meet with you to review outside of class time.
absolute value of 8.1
Greatest
at least 10
Agenda