Curriculum / Math / 6th Grade / Unit 4: Rational Numbers / Lesson 1
Math
Unit 4
6th Grade
Lesson 1 of 13
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Lesson Notes
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Extend the number line to include negative numbers. Define integers.
The core standards covered in this lesson
6.NS.C.6 — Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
6.NS.C.6.C — Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
The foundational standards covered in this lesson
3.NF.A.2 — Understand a fraction as a number on the number line; represent fractions on a number line diagram.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
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Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
25-30 minutes
The number line below shows labels for integers $$0-6$$.
a. Make three observations about the number line.
b. What labels would you use for the integer marks to the left of 0 on the number line?
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A number line is shown below with points $$A$$, $$B$$, and $$C$$ marked. The scale on the number line is 1.
a. If point $$A$$ is at 0, then what are the values of points $$B$$ and $$C$$?
b. If point $$B$$ is at 0, then what are the values of points $$A$$ and $$C$$?
c. If point $$C$$ is at 0, then what are the values of points $$A$$ and $$B$$?
Andrea thinks that $$-5$$ is less than $$-7$$ because $$5$$ is smaller than $$7$$. Draw a number line to show the numbers $$0$$, $$-5$$, and $$-7$$. Then use it to explain why Andrea's reasoning is incorrect.
A set of suggested resources or problem types that teachers can turn into a problem set
15-20 minutes
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
On the number line below, $$b$$ is a negative integer and $$d$$ is a positive integer.
Name one set of values for $$a$$, $$b$$, $$c$$, and $$d$$.
Explain the error in the number line below.
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
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Use positive and negative numbers to represent real-world contexts, including money and temperature.
Topic A: Understanding Positive and Negative Rational Numbers
Standards
6.NS.C.66.NS.C.6.C
6.NS.C.5
Use positive and negative numbers to represent real-world contexts, including elevation.
Define opposites and label opposites on a number line. Recognize that zero is its own opposite.
6.NS.C.6.A6.NS.C.6.B
Find and position integers and rational numbers on the number line.
6.NS.C.6.C
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Topic B: Order and Absolute Value
Order integers and rational numbers. Explain reasoning behind order using a number line.
6.NS.C.6.C6.NS.C.7.A
Compare and interpret the order of rational numbers for real-word contexts.
Write and interpret inequalities to compare rational numbers in real-world and mathematical problems.
6.NS.C.7.A6.NS.C.7.B
Define absolute value as the distance from zero on a number line.
6.NS.C.7.C
Model magnitude and distance in real-life situations using order and absolute value.
6.NS.C.7.C6.NS.C.7.D
Topic C: Rational Numbers in the Coordinate Plane
Use ordered pairs to name locations on a coordinate plane. Understand the structure of the coordinate plane.
6.NS.C.6.B6.NS.C.6.C
Reflect points across axes and determine the impact of reflections on the signs of ordered pairs.
6.NS.C.6.B
Calculate vertical and horizontal distances on a coordinate plane using absolute value in real-world and mathematical problems.
6.NS.C.7.C6.NS.C.8
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