Beruflich Dokumente
Kultur Dokumente
Magnitude MATERIALS
Masking tape
Blank paper
Absolute Value
Markers
String
Lesson Overview
Students formalize the idea that opposites are the same distance from zero and call this distance the
absolute value of a number. Students continually revisit the meaning of absolute value, focusing on
distance from 0. Students evaluate absolute value statements and compare numbers using absolute
values. Students solve problems using absolute value statements.
Essential Ideas
• The distance from zero is the absolute value, or magnitude, of a rational number.
• Absolute values are used to describe real-world situations.
• Absolute value equations are used to compute distance on a number line.
Day 2
Activity 2.3: Using Absolute Value to Solve Real-World Problems
Students complete problem-solving questions using absolute value expressions. They consider
the distances traveled as workers travel up and down an elevator. Students consider gains and
losses from a business balance sheet. They also analyze a situation involving positive and negative
water levels. Students then compute the sum and difference of absolute value numbers and write
absolute value statements representing the various situations.
Demonstrate
Talk the Talk: You Absolutely MUST Compare These!
Students use inequality symbols to compare absolute values and then justify their comparison.
Facilitation Notes
In this activity, students determine two values that are a given number of
units from 0 on the number line.
Summary
There are exactly two locations the same distance from 0 on every
number line.
Facilitation Notes
In this activity, the human number line is used to plot values and their
opposites that are the same distance from zero. Absolute value is defined
and the notation is introduced.
Use masking tape to create a number line on the floor, include equally
spaced tick marks and denote the location of 0. Ensure that the tick marks
are spaced far enough apart that students can stand between the tick marks
if you want to add other points. You will also need to cut 3 different lengths
of string to be measured on the number line.
Ask a student read the paragraph about absolute value aloud. Discuss the
definition, focusing on absolute value of a rational number as the distance of
the number from zero on a number line.
Differentiation strategy
To assist all students, have them highlight the definition; understanding
absolute value represents distance is more meaningful than just
memorizing “make a number positive.”
Questions to ask
• Write |4| on the board and ask how to say this expression. What does
it mean in terms of the number line?
• Write |28| on the board and ask how to say this expression. What
does it mean in terms of the number line?
Summary
The absolute value of a rational number is number’s distance from 0 on a
number line.
Ac tivity 2.2
Interpreting Absolute Value Statements
Facilitation Notes
In this activity, students complete tables of situations, absolute
value statements, and numerical values described by given and
student-generated situations.
Have a student read the paragraph and the first example in Question 2 aloud.
Questions to ask
• Draw a number line. How does the number line illustrate a water level
1
less than 22__
2
feet?
• What language, or words, can indicate a negative water level?
• What other values could be used as examples for a water level less
1
than 22__2
feet?
• How would you discuss this situation in your everyday life? Would
you use the statement in the Situation column or the Absolute
Value Statement?
Summary
Absolute value statements are used in everyday life to discuss relationships
between numbers, particularly negative numbers or ideas that are expressed
with words that denote a negative direction, e.g., depth, debt, below.
Activity 2.3
Using Absolute Value to Solve Real-World Problems
Facilitation Notes
In this activity, students use absolute value expressions to answer questions
in everyday life scenarios. They compute the sum and difference of absolute
value numbers and write absolute value statements representing the
various situations.
Have a student read Question 1 aloud. Discuss as a class. You may want to
consider showing students pictures of elevator panels that display separate
ground level and first floors for students, pictures of elevator panels that
include negative numbers, and/or pictures of garages labeled with
negative floors.
Questions to ask
• Have you ever seen an elevator with a different ground floor and
first floor?
• Have you ever seen negative numbers on an elevator panel?
• How is this building plan like a number line?
DEMONSTRATE
Talk the Talk: You Absolutely MUST Compare
These!
Facilitation Notes
In this activity, students use symbols ( ,, ., or 5 ) to compare absolute
values and use the definition of absolute value to justify their comparison.
Have students complete this activity individually. Ask them to share and
compare with a partner. Encourage students to draw number lines to
support their comparisons.
Differentiation strategy
If time, act out some or all of these comparisons on the Human Number
Line. For example, ask a student to stand at 0. Ask another student to
stand at approximately 24.67 and unroll a length of string between
the two students. Ask a third student to stand at 3 and unroll a length
of string between the student at 0 and the student at 3. Compare the
lengths of the strings. The longer string has the greater absolute value
because absolute value is distance from zero.
Questions to ask
• Why is |24.67| greater than |3| when 24.67 is less than 3?
|
• Why is 25___|
9
10 | |
less than 233___2
3
9
when 25___
10
2
is greater than 233__
• Why is |13.45| less than |227| when 13.45 is greater than 227?
3
?
Summary
Absolute values can be compared using equality and inequality symbols.
Magnificent 2 0
–5
Magnitude 2.
Absolute Value 2 34
–2 34
Numbers can be described by their distance from 0 on the number line. How can you use
these distances to solve real-world problems?
–12–11–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12
Let’s revisit the number line from the Human Number Line lesson.
1b. The approximate values
were the positive and
Your teacher will assign students to participate in the activity. negative of the same
Be sure to record what happens on the number line. number.
–12–11–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 11 12
Because distance
cannot be negative,
the absolute value of
The magnitude, or absolute value, of a number is its distance from a number is always
zero on a number line. The symbol for absolute value is | |. The positive or 0.
expression |n| is read as “the absolute value of a number n.”
C1 B2 D2 A D1 B1 C2
–10 –5 0 5 10
ELL Strategies
Have students use the examples shown in the tables to create stories
about absolute value. English Language Learners can choose a role
from the list for a storytelling circle: discussion facilitator, passage picker,
illustrator, connector, summarizer, vocabulary enricher, and investigator.
Give students sentence starters and a wordlist to facilitate the discussion.
Numeric
Absolute Value
2$35 Situation Example
Statement
(with units)
28 lbs 1
A water level less than More than 2__
2
feet below 23 feet
1
22__
2
feet a full pool
Deeper 2400 feet
than 350
feet below An account balance less A debt greater than $30
the than 2$30
Par is the
water number of
strokes, A weight less than Lost more than 7.5 pounds
or swings, 27.5 pounds of
A 215° F
temperature a golfer is previous weight
less than expected to
210°F take. A dive to a height less
than 2350 feet
A golf 28 strokes
stroke total A depth greater than 15 m
less than 27
strokes
off par A golf tournament stroke
total more than 7 strokes
below par
An account A debt dollars
balance less greater 2100
than 2$95 than $95
ELL Strategies
Work with students to write words signifying direction: horizontal, vertical, up, down, right,
left, etc. Have English Language Learners draw a mathematical operator and/or a picture they
associate with the word. For example, for the word down, students may write an arrow pointing
downward with a subtraction symbol. Tell students that some words, such as vertical, may have
more than one operator associated with them.
12
in part (a) from least to greatest. Use a negative sign to 2e. 2$690, 2$360, 2$100,
11
indicate losses. $15, $20, $150, $290,
$300, $430
10
2f. |15|, |20|, |2100|, |150|,
f. Order the estimated gains and losses that you determined
9
|290|, |300|, |2360|, |430|,
in part (a) from least to greatest according to their absolute
|2690|. These values
8
values. What does the absolute value mean in the context
of this problem? indicate how far from the
7
break-even point, or no
gain or loss, on the week’s
6
g. Why are the orders different in parts (e) and (f)?
balance sheet.
5
2g. The first ordering is based
on positive and negative
4
values. The second
3
3. As part of a long-term science experiment, two rulers were ordering is based on
distance from zero.
2
connected at zero and used to measure the water level in
a pond. The connected rulers were placed in the pond so Sample answers.
1
that the water level aligned at zero. The water level was
measured each week for 10 weeks. 3a. The positive values
0
represent water levels
Week 1 2 3 4 5 6 7 8 9 10 above the water level as
1
Water 3 7 3 3 1 1 3 measured at week zero;
2__ 22__18 1__ 2__ __ 1__ 7
2__ 1__ 22 2___
2
level 4 8 4 4 8 8 4 16 these values are read from
the top ruler. The negative
3
a. What do the positive numbers represent? What do the numbers represent water
negative numbers represent? 4 levels below the water
level as measured at week
5
b. Between which two weeks did the water level zero; these values are read
6
change the most? What was the change? from the bottom ruler.
3b. The water level changed
7
3 1 7
2__
4
1 2__
8
5 4__
8
inches
10
d. How much did the water level change between 3c. The water level changed
the least between weeks 5
11
1 3 1 3
|1 __
8
| 2 |__
4
| 5 1__
8
2 __
4
5
3
__
8
inches
LESSON 2: Magnificent Magnitude • M4-31
3 3 1
3d. |2__ 4
| 1 |__
4
| 5 1__
2
. The water
level went up
1
C01_SE_M04_T01_L02.indd 31 3/29/17 11:26 AM 1__
2
inches.
11
5. |215.34| |21 12 |
4c. Evaporation was the d. Calculate the gain or loss of water in the rain gauge between days 1 and 2. Express the change in the
water level in the gauge as a positive or negative number.
greatest between days 5
e. Calculate the gain or loss of water in the rain gauge between days 2 and 3. Express the change in the
and 6.
water level in the gauge as a positive or negative number.
|2.1| 1 |0.9| 5 2.1 1 0.9
53
The gauge recorded Stretch
evaporation of 3 inches of Write a scenario to represent each rational number.
3. 212
Identify a base 1
water. 1. 2. 24and
– corresponding
2
3. 7.3 height
4. 20.7 4. Assign_num_list
Assign_para
4d. |0.5| 1 |21.3| 5 0.5 1 1.3 Assign_para
5 1.8
The change in the water Review
1. Use the ., ,, or 5 symbol to complete each statement.
level in the gauge was a. 25 28 b. 23 0 c. 5 25
21.8 inches.
4e. |21.3| 1 |3.7| 5 1.3 1 3.7 2. Five employees work on the receiving dock at a factory. They divide the number of crates they unload from
55 each truck equally. Define variables for the number of crates on a truck and for the number of crates each
employee unloads from the truck. Write an equation that models the relationship between these variables.
The change in the water
level in the gauge was
3. Solve for the variable in each equation.
+5 inches. t
a. __ 5 15 b. y 2 8 5 19
2
Stretch
M4-34 • TOPIC 1: Signed Numbers
1. Sample answer: At the end
of the tournament, the
golfer was 12 strokes under
C01_SE_M04_T01_L02.indd 34 3/29/17 11:26 AM
par.
2. Sample answer: The student Review 2. Let t represent the number of crates
1
lost 4__
2
points on the 1a. . on a truck and let c represent the
project. number of crates each employee
1b. , unloads from the truck.
3. Sample answer: The student
1c. . t
c 5 __
deposited $7.30 into the 5
bank. 3a. t 5 30
4. Sample answer: The dieter 3b. y 5 27
lost 0.7 pounds last week.