# ALEX Resources

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 Classroom Resources (3) ALEX Classroom Resources
Subject: Mathematics (6), Mathematics (6)
Title: Grade 6 Mathematics Module 3, Topic A: Understanding Positive and Negative Numbers on the Number Line
Description:

Module 3, Topic A focuses on the development of the number line in the opposite direction (to the left or below zero). Students use positive integers to locate negative integers, understanding that a number and its opposite will be on opposite sides of zero and that both lie the same distance from zero. Students represent the opposite of a positive number as a negative number and vice-versa. Students realize that zero is its own opposite and that the opposite of a number is actually the number itself (6.NS.C.6a). They use positive and negative numbers to represent real-world quantities such as -50 to represent a \$50 debt or 50 to represent a \$50 deposit into a savings account (6.NS.C.5). Topic A concludes with students furthering their understanding of signed numbers to include the rational numbers. Students recognize that finding the opposite of any rational number is the same as finding an integer’s opposite (6.NS.C.6c) and that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs.

Subject: Mathematics (6), Mathematics (6)
Title: Grade 6 Mathematics Module 3, Topic B: Order and Absolute Value
Description:

In Module 3, Topic B, students apply their understanding of a rational number’s position on the number line (6.NS.C.6c) to order rational numbers. Students understand that when using a conventional horizontal number line, the numbers increase as you move along the line to the right and decrease as you move to the left. They recognize that if a and b are rational numbers and a < b, then it must be true that -a > -b. Students compare rational numbers using inequality symbols and words to state the relationship between two or more rational numbers. They describe the relationship between rational numbers in real-world situations and with respect to numbers’ positions on the number line (6.NS.C.7a, 6.NS.C.7b). For instance, students explain that -10° F is warmer than -11º F because -10 is to the right (or above) -11 on a number line and write -10° F > -11º F. Students use the concept of absolute value and its notation to show a number’s distance from zero on the number line and recognize that opposite numbers have the same absolute value (6.NS.C.7c). In a real-world scenario, students interpret absolute value as magnitude for a positive or negative quantity. They apply their understanding of order and absolute value to determine that, for instance, a checking account balance that is less than -25 dollars represents a debt of more than \$25 (6.NS.C.7d).

Subject: Mathematics (6), Mathematics (6)
Title: Grade 6 Mathematics Module 3, Topic C: Rational Numbers and the Coordinate Plane 