No rotations for Lesson 9-5

Unit Objectives:

• Discover the relationship between positive and negative numbers.
• Represent real-world situations using positive and negative numbers.
• Organize integers on a number line.
• Develop understanding of the meaning of the “opposite of a number.”
• Discover the meaning of absolute value.
• Identify, interpret, and compare the absolute values of rational numbers.
• Understand that signs of numbers in ordered pairs indicate their location on the coordinate plane.
• Compare and contrast reflections to the signs of a set of ordered pairs.
• Plot pairs of rational numbers on the coordinate plane.
• Analyze and solve real-world problems involving the coordinate plane.
• Compare and order integers and absolute value

New Jersey Student Learning Standards for this Unit:

CCSS.Math.Content.6.NS.C.5

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CCSS.Math.Content.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.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.

CCSS.Math.Content.6.NS.C.7

Understand ordering and absolute value of rational numbers.

• 6.NS.C.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

• 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.

• 6.NS.C.6b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

• 6.NS.C.6c Find and position integers and other rational numbers on a horizontal or vertical number line