G6 m3-a-lesson 1-s
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This document contains a lesson plan on positive and negative numbers on a number line. It includes exercises and problems for students to complete as a classwork assignment or independently. The lesson introduces plotting points on a number line and finding the opposite of a number. It has students graph points and their opposites, determine if a classmate's number line diagram is correct, choose numbers within ranges and graph their opposites and related integers. The lesson aims to build understanding of opposites and how positive and negative numbers are positioned in relation to each other on a number line.
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Numberline notes
- Integers include whole numbers and their opposites on the number line including zero. Positive numbers are greater than zero, while negative numbers are less than zero.
- Integers can be compared and ordered on a number line, with numbers to the left being less than those to the right. Their absolute values represent distances from zero.
- Integers are used to represent real-world concepts like temperature, elevation, and financial amounts, with positive integers for gains and negative for losses or amounts owed.
Unit 05 number line
A number line is used to represent numbers, with values increasing from left to right. The difference between any two consecutive numbers is 1. Negative numbers are represented on the left side of 0, with the same spacing as positive numbers to the right. Numbers to the left of 0 are called negative numbers and denoted with a negative sign (-), while numbers to the right are positive. Zero is neither positive nor negative. Positive, negative, and zero numbers together are called integers. Integers can be compared using inequality signs like > and <, and integers between two non-consecutive numbers can be identified on the number line.
2.1 graphing integers on a number line lesson
- A number line is a line with evenly spaced marks that represent numbers like integers, fractions, and other quantities.
- Numbers can be graphed on a number line by placing a point at the mark corresponding to the number.
- Movement right on the number line represents increasing/positive numbers, while movement left represents decreasing/negative numbers.
Understanding, Comparing, And Ordering Integers
This document defines integers and describes how to identify, graph, find the absolute value of, compare, and order integers. It explains that integers include whole numbers and their opposites, and how to identify positives and negatives in real-world examples. It recommends using a number line to graph integers by their position, find absolute value as the distance from 0, compare by position from left to right, and order integers from least to greatest by their position from left to right.
Comparing and ordering integers
An integer is a whole number that can be positive or negative, including numbers like 12, -10, and -30,843. Fractions and decimals are rational numbers, not integers. Integers are plotted on a number line and can be ordered from least to greatest or greatest to least. The absolute value of a number represents its distance from zero on the number line and is always positive.
Mathematics for Grade 6: Integers
http://bit.ly/1LTzAo6
This video describes what are integers. It also shows how integers are represented on a number line.
For a full FREE video on Integers, please visit http://bit.ly/1LTzAo6
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Integers are the whole numbers and their opposites on a number line, with negative integers being the opposites of positive whole numbers. Negative numbers are less than zero and have the same distance from zero as their positive opposites. Integers can represent situations involving steps, temperature, and elevation and use positive and negative values. Absolute value is the distance of a number from zero on the number line, shown by bars on either side of an integer.
INTEGERS INTRO
Integers are the set of whole numbers and their opposites. They include positive numbers to the right of zero on the number line and negative numbers to the left of zero. Positive integers are whole numbers greater than zero, while negative integers are whole numbers less than zero. Opposite integers are the same distance from zero but on opposite sides. The document provides examples of writing real-world situations as integers and using integers to solve a problem about elevation distances.
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Numberline notes
- Integers include whole numbers and their opposites on the number line including zero. Positive numbers are greater than zero, while negative numbers are less than zero.
- Integers can be compared and ordered on a number line, with numbers to the left being less than those to the right. Their absolute values represent distances from zero.
- Integers are used to represent real-world concepts like temperature, elevation, and financial amounts, with positive integers for gains and negative for losses or amounts owed.
Unit 05 number line
A number line is used to represent numbers, with values increasing from left to right. The difference between any two consecutive numbers is 1. Negative numbers are represented on the left side of 0, with the same spacing as positive numbers to the right. Numbers to the left of 0 are called negative numbers and denoted with a negative sign (-), while numbers to the right are positive. Zero is neither positive nor negative. Positive, negative, and zero numbers together are called integers. Integers can be compared using inequality signs like > and <, and integers between two non-consecutive numbers can be identified on the number line.
2.1 graphing integers on a number line lesson
- A number line is a line with evenly spaced marks that represent numbers like integers, fractions, and other quantities.
- Numbers can be graphed on a number line by placing a point at the mark corresponding to the number.
- Movement right on the number line represents increasing/positive numbers, while movement left represents decreasing/negative numbers.
Understanding, Comparing, And Ordering Integers
This document defines integers and describes how to identify, graph, find the absolute value of, compare, and order integers. It explains that integers include whole numbers and their opposites, and how to identify positives and negatives in real-world examples. It recommends using a number line to graph integers by their position, find absolute value as the distance from 0, compare by position from left to right, and order integers from least to greatest by their position from left to right.
Comparing and ordering integers
An integer is a whole number that can be positive or negative, including numbers like 12, -10, and -30,843. Fractions and decimals are rational numbers, not integers. Integers are plotted on a number line and can be ordered from least to greatest or greatest to least. The absolute value of a number represents its distance from zero on the number line and is always positive.
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This video describes what are integers. It also shows how integers are represented on a number line.
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Integers are the whole numbers and their opposites on a number line, with negative integers being the opposites of positive whole numbers. Negative numbers are less than zero and have the same distance from zero as their positive opposites. Integers can represent situations involving steps, temperature, and elevation and use positive and negative values. Absolute value is the distance of a number from zero on the number line, shown by bars on either side of an integer.
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Integers are the set of whole numbers and their opposites. They include positive numbers to the right of zero on the number line and negative numbers to the left of zero. Positive integers are whole numbers greater than zero, while negative integers are whole numbers less than zero. Opposite integers are the same distance from zero but on opposite sides. The document provides examples of writing real-world situations as integers and using integers to solve a problem about elevation distances.
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This document provides a lesson on positive and negative numbers on the number line. It begins with an opening exercise reviewing number lines numbered 0-10. Students then construct number lines using a compass to locate positive and negative whole numbers. The lesson defines the opposite of a number as being on the other side of 0 and being the same distance from 0. Examples are used to demonstrate locating positive and negative numbers on horizontal and vertical number lines. Students work in groups to locate given numbers and their opposites on number lines.
G6 m3-a-lesson 4-t
This document provides a lesson on the concept of opposites of numbers. It includes:
1) An opening exercise asking students to identify relationships between sets of opposites words.
2) Examples of locating numbers and their opposites on a number line. The key points are that opposites are the same distance from zero but on opposite sides, and zero is its own opposite.
3) A word problem example modeling a real-world situation involving opposites on a number line, with questions to discuss the representation.
The lesson emphasizes that opposites are equidistant from zero but on opposite sides, and that zero represents the point of reference or no change in various contexts.
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This document discusses comparing and ordering integers. It defines integers as whole numbers and their opposites, and provides examples of integers on a number line. It explains that in golf, lower scores are better, so a score of 1 under par (-1) is better than a score of 2 over par (2). When comparing two integers on a number line, the integer farther to the left is smaller. The document demonstrates ordering lists of integers from least to greatest.
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Integers are defined as whole numbers that can be positive, negative, or zero, and are used to represent real-world situations involving amounts above and below zero like elevation, temperature, financial gains and losses, and distances. Integers are located on a number line and adding integers involves moving right on the number line while subtracting involves moving left, with examples provided of calculating distances between elevations represented as integers.
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- Definitions of positive and negative numbers and their representation on number lines
- Rules for comparing and ordering integers
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- Key concepts and rules for adding and subtracting integers including keeping the sign of the first integer the same and changing the operation and second integer's sign for subtraction
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The document provides instructions for an activity where students will learn about positive and negative integers by raising their hands to indicate whether numbers given are positive or negative. It explains that students will compare numbers to -15 and 4 by raising their left hand for numbers less than those values and their right hand for numbers greater. The document also introduces the greater than and less than symbols and provides example number sets for students to order from least to greatest.
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The document defines integers as numbers on the number line that include whole numbers and their opposites. Positive integers are whole numbers to the right of zero, while negative integers are whole numbers to the left of zero. Zero is neither positive nor negative. The sum of two positives or two negatives is either positive or negative, respectively. The document provides examples and links to interactive games and practice problems for adding, subtracting, and understanding integers on a number line.
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This document defines integers and their properties, including positive and negative numbers, opposites, and absolute value. It explains rules for adding and subtracting integers, such as keeping the sign the same for addition and changing it for subtraction. Real-world examples of using integers include temperature, depth underwater, and debt. The number line is presented as a visual way to add and subtract integers by moving left or right.
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The document provides an overview of topics related to numbers and quantities that may appear on the ACT exam, including:
I. Real and complex number systems, rational vs irrational numbers, integers, whole numbers, natural numbers. Converting between fractions, mixed numbers, and improper fractions. Comparing fractions. (Paragraphs 1-13)
II. Counting consecutive integers, using the number line to locate numbers and find distances. Radicals, simplifying square roots. (Paragraphs 14-23)
III. The complex number system, imaginary numbers, and the complex plane. Greatest common factors and least common multiples, using calculators to find them. (Paragraphs 24-25)
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G6 m3-a-lesson 1-s
- 1. Lesson 1: Positiveand Negative Numbers ontheNumberLine—Opposite Direction and Value Date: 1/20/15 S.1 1 © 2013 Common Core, Inc. Some rightsreserved. commoncore.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM 6•3Lesson 1 Lesson 1: Positive and Negative Numbers on the Number Line— Opposite Direction and Value Classwork Exercises1–6 1. Complete the diagrams. Countby 1’s to label the number lines. 2. Plotyour point on both number lines. 3. Show and explain how to find the oppositeof your number on both number lines. 4. Mark the oppositeon both number lines. 5. Choose a group representative to placethe opposite number on the class number lines. 6. Which group had the opposite of the number on your index card?
- 2. Lesson 1: Positiveand Negative Numbers ontheNumberLine—Opposite Direction and Value Date: 1/20/15 S.2 2 © 2013 Common Core, Inc. Some rightsreserved. commoncore.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NYS COMMON CORE MATHEMATICS CURRICULUM 6•3Lesson 1 Problem Set 1. Create a scalefor the number linein order to plotthe points −2, 4, and 6. a. Graph each point and its oppositeon the number line. b. Explain howyou found the oppositeof each point. 2. Carlos uses a vertical number lineto graph the points −4, −2, 3, and 4. He notices that −4 is closer to zero than −2. He is not sure about his diagram. Usewhat you know about a vertical number lineto determine if Carlos made a mistake or not. Support your explanation with a number linediagram. 3. Create a scalein order to graph the numbers −12 through 12 on a number line. Whatdoes each tick mark represent? 4. Choose an integer between −5 and −10. Label it 𝑅 on the number lineabove and complete the followingtasks. a. What is the opposite of 𝑅? Label it 𝑄. b. State a positiveinteger greater than 𝑄. Label it 𝑇. c. State a negative integer greater than 𝑅. Label it 𝑆. d. State a negative integer less than 𝑅. Label it 𝑈. e. State an integer between 𝑅 and 𝑄. Label it 𝑉. 5. Will theopposite of a positivenumber always, sometimes, or never be a positivenumber? Explain your reasoning. 6. Will theopposite of zero always, sometimes, or never be zero? Explain your reasoning. 7. Will theopposite of a number always, sometimes, or never be greater than the number itself? Explain. Providean example to supportyour reasoning.