1. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
Lesson 3: Real-World Positive and Negative Numbers and
Zero
Student Outcomes
๏ง Students use positiveand negative numbers to indicate a change (gain or loss) in elevation with a fixed
reference point, temperature, and the balancein a bank account.
๏ง Students use vocabulary precisely when describingand representing situations involvingintegers;for instance,
an elevation of โ10 feet is the same as 10 feet below the fixed reference point.
๏ง Students will choosean appropriatescalefor the number linewhen given a set of positiveand negative
numbers to graph.
Classwork
Example 1 (10 minutes): A Look at Sea Level
The purpose of this example is for students to understand how negative and positivenumbers can be used to represent
real-world situationsinvolvingelevation. Read the example aloud.
Example 1: A Look at Seal Level
The picture below showsthree differentpeopleparticipating in activitiesat three different elevations. With apartner,
discusswhat you see. What do you think the word elevationmeansin thissituation?
Iโm hiking, so
Iโm above
sea level.
Iโm sailing, so
Iโm at sea
level.
Iโm scuba diving,
and Iโm below
sea level.
2. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
Teacher should pose questions to the class and defineelevation. Students will gain additional practicewith elevation by
completing Exercise1 independently.
PossibleDiscussion Questions:
๏ง Looking at the picture, if you were to draw a vertical number lineto model elevation, which personโs elevation
do you think would be at zero? Explain.
๏บ Sea level should represent an elevation of zero. So, the person sailing would be at zero because they
are sailing on the surface of the water, which is neither above nor below the surface. On a number line,
zero is the point or number separating positive and negative numbers.
๏ง On the same vertical number line,which personโs elevation would be represented above zero?
๏บ The elevation of the person hiking would be above zero because she is moving higher above the water.
On a vertical number line, this is represented by a positive value abovezero because she is above the
surface.
๏ง On the same vertical number line,which personโs elevation do you think would be below zero?
๏บ The elevation of the person diving would be below zero because he is swimming below the surface of
the water. On a vertical number line, this is represented by a negative value below zero because he is
below the surface.
๏ง What does zero represent in this situation?
๏บ Zero represents the top of the water (the waterโs surface).
๏ง In this example, which numbers correspond to elevations abovesea level?
๏บ Above sea level means to be above zero, which are positive numbers.
๏ง In this example, which numbers correspond to elevations belowsea level?
๏บ Below sea level means to be below zero, which are negative numbers.
๏ง On a number line,what does itmean to be at sea level?
๏บ To be at zero.
๏ง Elevation is the height of a person, place,or thing above a certain reference point. In this case,what is the
reference point?
๏บ The reference point is sea level.
Exercises1โ3 (5 minutes)
Exercises
Refer back to Example 1. Use the following information toanswer thequestions.
๏ง The diver is ๐๐feet below sealevel.
๏ง The sailor isat sea level.
๏ง The hiker is ๐miles(๐๐,๐๐๐feet)above sealevel.
1. Write an integer torepresent eachsituation.
Diver : โ๐๐
Sailor: ๐
Hiker: ๐ miles or ๐๐,๐๐๐feet
3. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
๐๐
๐๐
๐๐
๐
๐
โ๐
โ๐๐
โ๐๐
โ๐๐
2. Use an appropriate scale to graph each ofthefollowing situations on thenumber line tothe right.
Also, write an integer to represent both situations.
a. A hiker is ๐๐feet above sealevel.
๐๐
b. A diver is ๐๐feet below sealevel.
โ๐๐
Students should identify common misconceptions of how to represent an answer, based on the phrasingof a question.
Students will practicethis skill in Exercise 3.
๏ง How many feet below sea level is the diver?
๏บ Students should answer using a positive number, such as 70 feet, because โbelowโ already indicates
that the number is negative.
๏ง Which integer would represent 50 feet below sea level?
๏บ Students should answer by saying โโ50โ and notโโ50 below sea level.โ
3. For each statement thereare two related statements: i and ii. Determine which related statement isexpressed
correctly (i and ii), and circleit. Then correctthe otherrelated statement so that bothparts, i and ii, are stated
correctly.
a. A submarine issubmerged ๐๐๐feet below sealevel.
i. The depth ofthe submarineis โ๐๐๐feet below sealevel.
The depth ofthesubmarine is ๐๐๐feet below sea level.
ii. ๐๐๐feet below sealevel can berepresented by theinteger โ๐๐๐.
b. The elevation ofacoral reefwith respect tosealevelisgiven as โ๐๐๐feet.
i. The coral reefis ๐๐๐feet below sealevel.
ii. The depth ofthe coral reefis โ๐๐๐feet below sealevel.
The depth ofthecoral reefis ๐๐๐feet below sea level.
MP.6
4. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
Exploratory Challenge (20 minutes)
Materials:
๏ง Copies (one per student) of the Challenge Exploration Station Record Sheet (See attached template.)
๏ง Sheets of loose-leaf paper (one per group) for the answer key for their poster
๏ง Rulers or Meter Stick or Yard Stick (one per group)
๏ง Construction Paper or Wall-sized Grid Paper (1 sheet for each group)
๏ง Markers (one set or a few for each group)
Students will work in groups of 3โ4 to create their own real world situations involving
money, temperature, elevation and other real world scenarios. Theteacher gives each
group a sheet of wall-sized grid-paper (or construction paper) numbered one to five,
markers, and a ruler. Usingthese materials,each group will presentits situation on the
paper by including thecomponents in the bulleted listbelow. Allow students 10 minutes
to create their posters and hang them on a wall in the room.
๏ง Title (e.g., Sea Level, Temperature)
๏ง A written situation based on the title(using at leasttwo points)
๏ง A blank vertical number line
๏ง Picture(optional if time permits)
๏ง Answer key (on a separatesheet of paper stapled to the top back right corner)
Groups will rotate every 5 minutes to complete the three tasks on the Station Record sheet of paper while viewingeach
poster.
๏ง Write the integer for each situation.
๏ง Determine the appropriatescaleto graph the points.
๏ง Graph the pointon the number line.
Closing(3 minutes)
๏ง How did we record measures of elevation on a number line?
๏บ Elevations above sea level are positive numbers, and they are above ๐ง๐๐๐. Elevations below sea level
are negative numbers, and they are below ๐ง๐๐๐ .
๏ง Is โโ90 feet below sea levelโ an appropriateanswer to a question? Why or why not?
๏บ No. You do not need the negative sign to write 90 feet below zero because the word โbelowโ in this
case means a negative number.
Exit Ticket (7 minutes)
Scaffolding:
๏ง Allowgroups to present
their posters to the class,
and the classwill answer
the questions duringthe
presentation.
5. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
Name ___________________________________________________ Date____________________
Lesson 3: Real-World Positive and Negative Numbers and Zero
Exit Ticket
1. Write a story problem usingsea level that includes both integers โ110 and 120.
2. What does zero represent in your story problem?
3. Choose an appropriatescaleto graph both integers on the vertical number line.
4. Graph and label both points on the vertical number line.
6. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
๐๐๐
๐
โ๐๐๐
Exit Ticket Sample Solutions
1. Write astory problem using sealevelthat includesbothintegers โ๐๐๐and ๐๐๐.
(Answers may vary.) On thebeach, a manโs kiteflies at ๐๐๐feet abovethewaterโs surface. In
theocean, a whiteshark swims at ๐๐๐feet below thewaterโs surface.
2. What doeszero represent in yourstory problem?
Zero represents thewaterโs surface level.
3. Choose and label an appropriatescale tograph both integerson theverticalnumber line.
I chosea scaleof ๐๐.
4. Graph and label both pointson the vertical number line
Problem Set Sample Solutions
1. Write an integer tomatch thefollowing descriptions:
a. A debit of $๐๐
โ๐๐
b. A deposit of $๐๐๐ ๐๐๐
c. ๐๐,๐๐๐feet above sealevel ๐๐,๐๐๐
d. A temperatureincrease of ๐๐ degrees ๐๐
e. A withdrawal of $๐๐๐ โ๐๐๐
f. ๐๐,๐๐๐feet below sealevel โ๐๐,๐๐๐
For questions 2โ4, read each statementabout a real-world situation and thetwo relatedstatementsin parts (a)and (b)
carefully. Circlethe correctway to describe each real-world situation; possibleanswers include either (a), (b), or both (a)
and (b).
2. A whale is ๐๐๐feet below the surfaceofthe ocean water.
a. The depth ofthe whale is ๐๐๐feet from thewaterโssurface.
b. The whale is โ๐๐๐feet below thesurface ofthe ocean water.
7. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
3. The elevation ofan iceberg withrespect tosealevelisgiven as โ๐๐๐feet.
a. The iceberg is ๐๐๐above sealevel.
b. The iceberg is ๐๐๐feet below sealevel.
4. Alexโsbody temperaturedecreased by ๐ยฐ๐ญ.
a. Alexโsbody temperaturedropped ๐ยฐ๐ญ.
b. The integer โ๐representsthe change in Alexโsbody temperaturein degreesFahrenheit.
5. A credit of$๐๐and adebit of $๐๐are applied to your bank account.
a. What isan appropriate scale to graph acredit of$๐๐and adebit of $๐๐? Explain your reasoning.
I would count by ๐โ๐becauseboth numbers aremultiples of ๐.
b. What integer representsโacredit of$๐๐โ ifzero representstheoriginal balance? Explain.
๐๐; a credit is greater than zero, and numbers greater than zero arepositivenumbers.
c. What integer describesโdebit of $๐๐โ ifzero representstheoriginal balance? Explain.
โ๐๐; a debit is less than zero, and numbers less than ๐๐๐๐arenegativenumbers.
d. Based on your scale, describethelocation ofbothintegerson the number line.
๐๐would be ๐units to theright ofzero, and โ๐๐wouldbe ๐units to theleft ofzero.
e. What doeszero represent in thissituation?
Zero represents no change being madeto theaccount balance. In other words, no amount is either
subtracted or added totheaccount.
8. Lesson 3: Real-World Positiveand Negative Numbers and Zero
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NYS COMMON CORE MATHEMATICS CURRICULUM 6โข3Lesson 3
Name ___________________________________________________ Date____________________
ExploratoryChallenge Station Record Sheet
#1 # 2 #3 # 4 #5
Poster # _______
Integer(s): ___________________
Number Line Scale ________
Poster # _______
Integer(s): ___________________
Number Line Scale ________
Poster # _______
Integer(s): ___________________
Number Line Scale ________
Poster # _______
Integer(s): ___________________
Number Line Scale ________
Poster # _______
Integer(s): ___________________
Number Line Scale ________