![]() ![]() ![]() You are looking for questions such as: How far above zero degrees Fahrenheit was the temperature? How far north is Lake Erie from here? Have the teams alternate going first, thinking of questions that require a signed or absolute number to answer, and then having the other team revise the question. Ask: Can someone on Team 2 ask the same question so that it does not require a signed number-or a direction-as its answer?.west (negative) and where to travel north (positive) vs. Directions to Lake Erie would require a variety of signed numbers: where to travel east (positive) vs. For example, a temperature value only has "direction" because degrees in Fahrenheit include negative and positive values, so a sign is needed for clarity. You are looking for questions such as: What was the temperature in degrees Fahrenheit? How do I get to Lake Erie from here? If appropriate for you and your students, compare the different ways that signed numbers and direction appear in student answers. ![]() Ask: Can someone on Team 1 ask a question that would require a signed number-or a direction-as its answer?.Team 1 is the Signed Numbers Team, and Team 2 is the Absolute Value Team. Reinforce the response to each distance question by saying, " The absolute value of is " and writing |_| = _. Ask: What number is this? How far from zero is it?Ĭontinue this questioning with –6, 0, 14, and –14, and so forth, until you are sure that students can differentiate between a directed distance and an absolute distance.But it doesn't tell you which way to go! It doesn't tell you what direction a number is from zero. Absolute value tells you how far a number is from zero. But, when I asked where the door was in relation to my position, you gave me a direction as well as a number, and then it did matter which way I was facing. Say: When I asked how far I was from the door, you gave me a number of feet, and it didn't matter which way I was facing.Students should respond with both the estimated length and a direction. Ask: About how far am I from the door now?.Now, stand so that the door is to your left.If students provide different units, even nonstandard ones like "steps" or "arm lengths," call attention to the differences and encourage them. Students should respond with both the estimated number of feet and a direction. Ask: If I were blindfolded, how would you tell me where the door is?.Students should respond with an estimated number of feet. Stand so that the door is to your right.They also need to be able to compute with negative numbers. Prerequisite Skills and Concepts: Students need to be familiar with the inequality symbols and how to make and use a number line. Create and interpret statements of order for rational numbers in real-world contexts.Interpret statements of inequality as the relative position of numbers on a number line.If teaching remotely, share an absolute value number line that the entire class can see. Preparation: If you don't have a commercially prepared number line, draw one either on the chalkboard or on a long (preferably thin) sheet of paper. Materials: A number line and colored dots that the entire class can see ![]()
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