Curriculum / Math / 6th Grade / Unit 4: Rational Numbers / Lesson 6
Math
Unit 4
6th Grade
Lesson 6 of 13
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Order integers and rational numbers. Explain reasoning behind order using a number line.
The core standards covered in this lesson
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.
6.NS.C.7.A — Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.
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
Consider the set of numbers $$6$$, $${4 \frac{1}{2}}$$, $$2$$, and $$5$$, and answer the questions that follow.
a. Graph the numbers on the number line and list the numbers in order from least to greatest.
b. Write the opposites of each number and graph them on the number line.
c. Order the opposites from least to greatest.
d. Is −5 greater than −2? Explain using your number line.
Order the rational numbers below from least to greatest.
$${5, -4, -\frac{1}{3}, \frac{10}{3}, 3, 0, -4\frac{1}{4}, -4\frac{3}{4}}$$
What strategies did you use to determine the correct order?
A student orders three rational numbers from least to greatest as: $${{{{{{{{{-5}}}}}}}}}$$, $${{{{{{{{{-5}}}}}}}}} \frac {1}{3}$$, $$6$$
Are the numbers ordered correctly? Choose the best statement below.
A set of suggested resources or problem types that teachers can turn into a problem set
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
Tram knows that $$1\frac{1}{6}$$ is less than $$1\frac{2}{3}$$. He wonders if this means that $$-1\frac{1}{6}$$ is also less than $$-1\frac{2}{3}$$. Help Tram determine and understand the correct order of $$-1\frac{1}{6}$$ and $$-1\frac{2}{3}$$, from least to greatest.
An example response to the Target Task at the level of detail expected of the students.
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.
Lesson 5
Lesson 7
Topic A: Understanding Positive and Negative Rational Numbers
Extend the number line to include negative numbers. Define integers.
6.NS.C.6 6.NS.C.6.C
Use positive and negative numbers to represent real-world contexts, including money and temperature.
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.A 6.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
6.NS.C.6.C 6.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.A 6.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.C 6.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.B 6.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.C 6.NS.C.8
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