Lesson Plans (1) | Learning Activities (1) |

View Standards
**Standard(s): **
[MA2015] (6) 8 :

[MA2015] (6) 9 :

8 ) 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. [6-NS5]

[MA2015] (6) 9 :

9 ) 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-NS6]

a. 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. [6-NS6a]

b. 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-NS6b]

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [6-NS6c]

This lesson allows students to become familiar with a number line. Students can explore a number line and develop knowledge of numerical concepts. While it covers a 6th grade standard, this lesson can be used as part of a 7th or 8th grade lesson on integers.

This is a College- and Career-Ready Standards showcase lesson plan.

View Standards
**Standard(s): **
[MA2015] (6) 9 :

9 ) 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-NS6]

a. 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. [6-NS6a]

b. 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-NS6b]

c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [6-NS6c]

The students will create integer cards (using positive and negative whole numbers and decimals) and then work with classmates to put them in order in a number line diagram. The activity is progressive to help scaffold understanding.

*This activity was created as a result of the ALEX Resource Development Summit.*