Post on 04-Jun-2018
transcript
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Integers and Rational Numbers Stations, Games, and More
Common Core Resource File Thank you so much for purchasing this integers and rational numbers resource file. I created these activities to use in station rotations in my classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. The following resources are included in this file:
1. Stations Organization and Tips 2. Article – Station Learning 3. Brainstorm Sheet – Station Rules 4. Number System Three of a Kind and Sort 5. Numbers and Operations Math Match 6. Ordering and Operations - Decimals 7. Article – Integers in the Real World 8. Ordering and Operations - Integers 9. Article – The Absolute Truth About Absolute Value 10. Absolute Value “Go Fish!”
I use the first four stations as rotation practice at the beginning of the year. Students get to learn about stations, create expectations for their own behavior, and try out a couple of station activities. The majority of these stations focus on my Unit 6: Extending the Number System. I will use the last seven stations for these rotations, having students complete the Numbers and Operations Math Match again for review.
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**A note about printing cards double-sided** The Go Fish, Math Match, and Domino cards have backs that you can print, if you wish. They are centered to line up when printed double-sided. I have the best luck with printers that feed the paper from the top. When I have tried with large copy machines that feed paper from the side, the precision is off and thus the fronts and backs don’t line up perfectly. If you are like me, this will really drive you crazy! Try a printer that feeds from the top, don’t print the backs, or accept that the lines won’t be perfect!
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Table of Contents
Article: Station Learning .......................................... 11
Brainstorm: Station Rules ......................................... 14
Three of a Kind and Sort: Number Systems ............... 17
Math Match: Numbers and Operations ........................ 20
Ordering and Operations: Decimals ........................... 28
Article – Integers in the Real World ........................ 38
Ordering and Operations: Integers .......................... 43
Article – Absolute Value ........................................... 53
GO FISH: Absolute Value ........................................... 57
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CCSS Alignment
Activity CCSS Number System Three of a Kind and Sort
6.NS.C.5, 6.NS.C.6
Numbers and Operations Math Match
6.EE.A.2b, 6.NS.C.5, 6.NS.C.6, 6.NS.C.6a
Ordering and Operations - Decimals
6.NS.C.6, 6.NS.C.6c
Article – Integers in the Real World
6.NS.C.5, 6.NS.C.7a, 6.NS.C.7b, 6.NS.C.7d
Ordering and Operations - Integers
6.NS.C.5, 6.NS.C.7a
Article – The Absolute Truth About Absolute Value
6.NS.C.7c
Absolute Value “Go Fish!” 6.NS.C.7c
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Stations Organization and Tips
You probably have heard a lot of buzz about stations in the
classroom. I’ve gone to professional developments on math
centers. I’ve seen cute games and foldables. I always thought, “I
have so many things to teach, there’s no way I have time for this!”
My classroom was pretty old school. Warm-up problems. Check
homework. Take notes. Start tonight’s homework. Honestly, I felt
pretty successful with this system. My students always exceeded the
state requirements. So why change?
Well, the teacher evaluation system in my state has been
revamped. I found myself in a situation where I needed to
change the way I was teaching. I had to start differentiating and
I needed to work in student-directed learning. If I didn’t change
my ways, my evaluation scores were going to plummet. I don’t
know about you, but this was enough motivation to get me to try
something new. I was amazed at how incorporating stations
actually gave me a great deal of time in the classroom. I found
that organizing my classroom into seven or eight stations opened
up a world of possibilities.
My students have never spent so much time problem solving
in class. Not only that, but I hear them justifying mathematical
reasoning to their peers. It’s amazing. There’s another bonus. I
can work in more technology. I can have a video station. I can
do online benchmarking. What good are four computers in a class
of 28? Now that I have seven groups of four, I can do all of these
things that I just “didn’t have time for”. I could go on and on
about all of the perks and benefits that I discovered, but it will
be way more fun if you see it for yourself in your own classroom.
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Here are some things that I discovered.
1) Group by ability. If there is one “star student” in every
group, they are not going to bring up the level of their
group mates. Rather, they will just do the work for them.
Grouping by ability is what has afforded me the
opportunity to effectively differentiate. You can challenge
the groups that need challenged. You can truly remediate
for those who have need. It is easy to swap things out
while the groups rotate.
2) Group also by motivation. You know those kids that
kill group work by distracting everyone? Put them all
together. Maybe they won’t get anything done, but I
actually found that most of them got the picture and got
to work. I have been so surprised at what my kids will do
when the expectations are raised. How will you know who
these kids are at the beginning of the year? Trust your
gut.
3) Practice station rotations. Teach them the
expectations. Have a station where they read about station
learning. Have another where they come up with the rules
for their group. They know what is right. They will come
up with the same rules you would. Give them some other
stations where they can learn how to play your “games”.
This initial set up time is crucial.
4) Get accustomed to the noise. When you start stations,
you will need some quiet time at the end of the day.
Remind yourself that they need to talk; they need to have
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mathematical discussions to work out their thought
processes.
5) Supervise. At least the first few times that you do station
rotations, put yourself in a supervision role. This is my
favorite aspect of stations. I get to float around the room
troubleshooting, inspiring, and redirecting when necessary.
Later on you can have a teacher-led station. I’ve used this
to go over homework with students, introduce the next
topic, or challenge groups on just the right level. It is so
refreshing working with students grouped by ability level,
because you can finally give the students instruction,
remediation, and enrichment on a needs-basis.
I found two different rotation set-ups that worked well for
me. We have approximately 45-minute periods. I tried 10, 15, and
20-minute stations. I prefer 15 minutes. It was enough time to get
something done and keep the students’ focus. The number of
stations you need is determined by the greatest number of
students you have, but there is some flexibility. I really don’t want
to have more than four students per group. I feel it’s too many
and I only have four computers. I have at most 28 students per
class, so I need at least 7 groups and 7 stations. Next year, if my
classes are overloaded, I will need 8 groups. 7 or 8 activities
seem like a great deal of prep, but it is all on the front end. I
come in early and get stations set up one day, and then it is two
or three days before I need to pack them up. Organizing into
seven different stations worked well. Here’s the schedule I used to
complete seven stations:
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Day one:
15 minutes direct instruction/introduction
15 minutes 1st station
15 minutes 2nd station
Day two:
15 minutes 3rd station
15 minutes 4th station
15 minutes 5th station
Day three:
15 minutes 6th station
15 minutes 7th station
15 minutes wrap-up
This worked really well, but I found that making 7 stations
for every rotation was a lot of work and not always necessary.
There are some topics that the kids can pick up in less time. I
realized that I could actually have 4 stations, each set up twice.
This is the other rotation set-up that I found particularly
effective. My tables and stations set-up looked like this:
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2
3 4 5 (1)
6 (2)
7 (3) 8 (4)
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Now, I could create four stations for a topic and have all
groups complete those stations in four rotations. There will always
be one empty station with seven groups, but this allows for eight
groups if you have more than 28 students in a class. In a smaller
class, you’ll just have more empty stations while the groups rotate
through. I’m sure you are realizing now how flexible stations
really are. Here’s the schedule I used to complete four stations:
Day one:
15 minutes direct instruction/introduction
15 minutes 1st station
15 minutes 2nd station
Day two:
15 minutes 3rd station
15 minutes 4th station
15 minutes wrap-up
The way that you work wrap-up time is up to you. You can
do clarification, think-pair-share, journaling, exit slips, or
administrative tasks that need completing like a homework check.
Open yourself up to trying stations in the classroom. I’m sure you
will be pleasantly surprised at what it brings to your instruction
and what your students are capable of doing.
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Article: Station Learning
This activity is designed in my classroom stations for
groups of four. However, a student could read the article individually or you could read it as a whole class. I have included a simple summarizing graphic organizer. I like to keep four copies of the article in plastic sheet protectors at the station, or you could laminate them. I laminate the directions below to keep at the station, as well.
Article Group
• Everyone in your group grabs a copy of the article.
• Take turns reading paragraphs. • Complete the summarizing graphic organizer
together. • Each person chooses the main idea from the
paragraph that they read. • Use these main ideas to write a summary of the
article. • Choose one person to write the article, but
everyone should add their input about the summary.
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Station Learning in Middle School Math
By, Kimberly Wasylyk
Any middle school student in the United States knows that mathematics
instruction is an important part of the school day. For some students, this time is
challenging and fun. However, many students in the middle grades find math class boring
and maybe even confusing. The old routine of checking homework, doing notes, writing
journals, and taking tests becomes a drag. You may wonder if there is a better way to learn
that would also be more fun. There is a new movement taking over math instruction that is
just what you're looking for. Station learning will fix what is broken in your math class.
Instead of a teacher in front of the room talking to 28 students all at once,
students are split into groups of four. These groups rotate through a series of activities,
engaging them in the topic at hand. These activities commonly have students working in
pairs, groups, independently, and with the teacher for part of the period. Students often
find themselves playing math games, matching, sorting, drawing, solving problems, and
reading with their classmates. The variety you find assures that students with many
different learning styles get the instruction they need.
There are two more major advantages to working in stations instead of the old
whole-‐class model. First, having students in small groups allows the teacher to modify
activities for different ability levels. Whether you are a struggling student or very advanced,
you can have instruction tailored to your specific needs. Second, your confidence in your
own abilities will grow as you will work independently and also with your peers. At first
this may seem impossible, but the more you practice independent learning, the better you
will be at attacking difficult problems on your own.
What does all of this mean for you? Gone are the days of sitting back and
listening to your teacher drone for 45 minutes. Instead, you will move around the
classroom and work with your peers to access the information you need in a variety of
ways. Middle school students tend to prefer this method of instruction. It breaks the period
up into smaller chunks and allows them to take advantage of the social atmosphere. This
change in instruction will assure that you learn better and have more fun in the classroom.
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Brainstorm: Station Rules
This activity is designed in my classroom stations for
groups of four. Students always create all the same rules I do, but now they have ownership. It’s great to hear one student call another out and say, “That’s one of OUR rules!” I laminate the directions below to keep at the station, as well.
Brainstorm Group
• You need ONE copy of the brainstorming sheet per group.
• Take turns writing down things that you would see in an effective station group.
• Each group member must contribute TWO ideas. • Take turns writing down rules for your station
group. • Each group member must contribute TWO ideas.
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Station Success and Rules Brainstorm Group Members: _____________________________________
With your station group, discuss things that you think are
important to make station learning successful. Write down
eight things that you would see in an effective station group.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
7. ________________________________________________
8. ________________________________________________
Next, brainstorm and record eight rules for your station
group to follow.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
7. ________________________________________________
8. ________________________________________________
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Three of a Kind and Sort: Number Systems
This activity is designed in my classroom stations for
individuals working in groups of four. However, it could be used as summative or formative assessment for any size group. The great thing about this activity is that it is completely open ended. They must create three examples for each number type then sort numbers into all possible classifications, thereby discovering things about the number system. I laminate the directions below to keep at the station.
Three of a Kind and Sort Individuals
• Everyone in your group grabs an activity sheet. • Create three examples for each problem using
what you know about expressions and equations. • You may ask other group members for help. • You may not just write down the same examples
as someone else in your group.
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Number Systems Three of a Kind and Sort Three of a Kind: List three examples of each type of number. Use your number system graphic organizer to help. 1) Natural Number ______________ ______________ ______________
2) Whole Number ______________ ______________ ______________
3) Integer ______________ ______________ ______________
4) Rational Number ______________ ______________ ______________
Sort: List all the possible classifications for each number. Circle the most descriptive name. Use your number system graphic organizer to help. 5) 2 _____________________________________________________________________
6) 14.5 _____________________________________________________________________
7) !! _____________________________________________________________________
8) 0.045 _____________________________________________________________________
9) -‐27 _____________________________________________________________________
10) 9 !! _____________________________________________________________________
11) 0 _____________________________________________________________________
12) -‐7.01 _____________________________________________________________________
13) 3. 09 _____________________________________________________________________
14) 8,952,024 _____________________________________________________________________
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Math Match: Numbers and Operations
Directions: This activity is designed as a classroom station for partners. However, a student could play individually or groups of four could play together. It works perfectly in stations as it is easily differentiated. As my students are rotating from one station to the next, I can grab the stack of cards and remove some pairs to modify the game for a lower level group. That being said, including all cards, 18 pairs, would be a definite challenge. I usually separate this into two sets. I have groups of four rotate through stations. At this station, the groups of four split into two partner pairs. When both partner pairs finish the match, they can trade and do the other half. I laminate the directions below to keep at the station. Math Memory Match Partners
• Shuffle the cards and lay them face down on your desk.
• The first player flips over two cards. • If the cards have the same meaning, keep them,
if not, turn them back over. • The next player tries to find a match. • Take turns until all the cards have been picked
up. • The person with the most cards at the end wins. • Switch decks with the other partners in your
group and start again.
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Addition Subtraction Multiplication
+ - ⋅
Division Not equal Equal
÷ ≠ =
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Math Match Math
Match Math Match
Math Match Math
Match Math Match
Math Match Math
Match Math Match
Math Match Math
Match Math Match
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Sum Difference Product
The answer in an
addition problem
The answer in a
subtraction problem
The answer in a
multiplication problem
Variable Quotient Coefficient
A letter that stands for a
number
The answer in a division
problem
A number multiplied by a variable
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Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
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Term Factor Rational Number
A single number or a
variable
A number, grouping, or variable to
be multiplied
Any number that can be expressed as a fraction
Integers Opposites Absolute Value
Positive and negative whole
numbers and zero
Two numbers with the same absolute value, but different
signs
The distance from a
number to zero
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Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
Math Match
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Ordering and Operations: Decimals
Directions: These resources are designed as station practice
for groups of four. This ordering and operations set includes
resources for a variety of activities. Laminate the following
pages. Cut out the number pieces, spinners and number lines.
I prefer to use a paper clip for the spinners, but you can cut
out the arrow and use a paper fastener. Tape the number line
pieces together.
I have included three suggested stations. There are two
sheets for students to show their work, depending on whether
they are ordering or computing. Here are some ideas for
activities with these resources.
Number Line Practice – Students place all number slips on
the number line, using the arrows to point precisely to the
numbers’ locations. If you make four number lines, they can
practice individually and share with the group.
Ordering Practice – Choose two number slips. I like to
keep them in a small plastic container, or something reused
(for example, an empty breadcrumb tub with the label
removed). Spin the ordering spinner. The students arrange
the numbers on their paper so that the symbol fits between
them.
Operations Practice – Students choose two number slips
and spin the operations spinner. They write the problem down
and solve it on their paper.
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Ordering and Operations – Number Line Practice Individual
• Each person in your group needs a number line. • Shake up the number slips and pass them out to
everyone in your group. • Place all number slips on the number line, using the
arrows to point precisely to the numbers’ locations. • Trade places with someone in your group and check
their placements. • Discuss any you disagree about, and ask your group for
help if you need it.
Ordering and Operations - Ordering Practice Partner
• Choose two number slips. • Spin the ordering spinner. • Arrange the numbers on your paper so that the symbol
fits between them. • Put the slips back and choose two more. • Take turns until you both complete the activity sheet.
Ordering and Operations - Operations Practice Partner
• Choose two number slips. • Spin the operations spinner. • Write the problem down and solve it on your paper. • Put the slips back and choose two more. • Take turns until you both complete the activity sheet.
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Ordering Decimals You and partner will take turns. First, choose two number slips. Then, spin the spinner. Write down you two numbers in the right order with relation to the symbol on the spinner. If you get the “less than” symbol (<), make sure the number on the left is less than the number on the right. If you get the “greater than” symbol (>), make sure the number on the left is greater than the number on the right. Put the numbers back when you’re done. Each of you must repeat this 15 times. Number Symbol Number
1. _______ _____ _______
2. _______ _____ _______
3. _______ _____ _______
4. _______ _____ _______
5. _______ _____ _______
6. _______ _____ _______
7. _______ _____ _______
8. _______ _____ _______
9. _______ _____ _______
10. _______ _____ _______
11. _______ _____ _______
12. _______ _____ _______
13. _______ _____ _______
14. _______ _____ _______
15. _______ _____ _______
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Decimal Operations You and partner will take turns. First, choose two number slips. Then, spin the spinner. Write down the two numbers with your operation symbol between. If you get subtraction, be sure to put the larger number first. There is space below each problem to show your work. Put the numbers back when you’re done. Each of you must repeat this 10 times. Number Symbol Number
1. ______ ___ ______ = _______
2. ______ ___ ______ = _______
3. ______ ___ ______ = _______
4. ______ ___ ______ = _______
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5. ______ ___ ______ = _______
6. ______ ___ ______ = _______
7. ______ ___ ______ = _______
8. ______ ___ ______ = _______
9. ______ ___ ______ = _______
10. ______ ___ ______ = _______
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0.045
2.3 1.06
0.44
2.07 7.05
0.89 0.09
2.13
0.81
1.45
1.6
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4.5
1.01 0.20
0.17
8.31 3.02
0.9 9.9
2.03 1.045
0.08 0.8
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Article – Integers in the Real World
Directions: This activity is designed in my classroom stations for partners or groups. Directions are included for either activity. I like to laminate the articles as well as the simple instructions. I modify the partner activity for lower groups by reducing the number of important facts and true/false statements that they must write. You can give sentence starters for the summarizing graphic organizer to differentiate, as well.
Article Partners
• Everyone in your group grabs a copy of the article and the Partner Reading Activity Sheet.
• Take turns reading one paragraph at a time with your partner.
• Complete the partner reading activity together. Article Groups
• Everyone in your group grabs a copy of the article and the Graphic Organizer for Summarizing.
• Take turns reading one paragraph at a time with your group.
• Discuss the main ideas from each paragraph and complete your graphic organizers.
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Integers in the Real World
By Kimberly Wasylyk
Integers are the set of positive and negative whole numbers and zero. That sounds
like something straight out of your math class, and it is. However, the truth is that integers
are all over the place. Think about times in your life that you have seen negative numbers.
If you consider temperature, sports, and money, you will see that integers really are all
around us. In fact, can you think of any other examples of negative numbers?
The simplest example here is probably temperature. If you live somewhere in the
country with cold winters you are definitely familiar with negative numbers. When it gets
cold, really cold, below zero, the temperature is expressed as a negative number. The
interesting thing is that the colder it gets, the more negative the number gets. For example,
the temperature -‐10° is lower than -‐5°. It is exactly the opposite of the way positive numbers
work. With positive temperatures, 10° is five degrees warmer than 5°. However, with
negatives, -‐10° is five degrees colder than -‐5°.
Let’s look at the sports example. In football you can gain yards on a play or you can
loose yards. Whenever you gain yards, you can think of it as a positive number. If you were
at the 30-‐yard line and you gain 12 yards, you will be at the 42-‐yard line. That’s 30 + 12 =
42. Now, if you were at the 30-‐yard line and you lose 12 yards, you will move back to the
18-‐yard line. That’s 30 + (-‐12) = 18. You may be thinking to yourself that adding negative
12 is the same as subtracting positive twelve. That is exactly right!
Finally, we need to think about money and negative numbers. You probably have
never had a negative amount of money. How is that even possible? Well, when you owe
someone money, this is called debt, it is often expressed as a negative number. When you
have a bank account, you have to be very careful of this. If you overdraw you account (take
out more money than you have in the bank), your account will show a negative balance and
the bank will charge you a pretty big fee. You can see that in many ways, negative numbers
are an important part of our world.
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Graphic Organizer – Summarizing
Main Idea – Paragraph 1
Main Idea – Paragraph 1
Main Idea – Paragraph 2
Main Idea – Paragraph 3
Main Idea – Paragraph 4
Summary
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Partner Reading
Take turns reading one paragraph at a time with your partner. Write down what you think are the three most important points from the article. Compare with your partner. Add two of their points to yours that are also very important. Important Points 1. ___________________________________________________________ _____________________________________________________________ 2. ___________________________________________________________ _____________________________________________________________ 3. ___________________________________________________________ _____________________________________________________________ 4. ___________________________________________________________ _____________________________________________________________ 5. ___________________________________________________________ _____________________________________________________________ Write down five statements about this topic. Make some of them true and some of them false. Trade papers with your partner so they can determine whether your statements are true or false. Trade back and check each other’s work. Discuss any disagreements you have. True/False Statements ___ 1. ________________________________________________________ _____________________________________________________________ ___ 2. _______________________________________________________ _____________________________________________________________ ___ 3. _______________________________________________________ _____________________________________________________________ ___ 4. _______________________________________________________ _____________________________________________________________ ___ 5. _______________________________________________________ _____________________________________________________________
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Ordering and Operations: Integers
Directions: These resources are designed as station practice
for groups of four. This ordering and operations set includes
resources for a variety of activities. Laminate the following
pages. Cut out the number pieces, spinners and number lines.
I prefer to use a paper clip for the spinners, but you can cut
out the arrow and use a paper fastener. Tape the number line
pieces together.
I have included three suggested stations. There are two
sheets for students to show their work, depending on whether
they are ordering or computing. Here are some ideas for
activities with these resources.
Number Line Practice – Students place all number slips on
the number line, using the arrows to point precisely to the
numbers’ locations. If you make four number lines, they can
practice individually and share with the group.
Ordering Practice – Choose two number slips. I like to
keep them in a small plastic container, or something reused
(for example, an empty breadcrumb tub with the label
removed). Spin the ordering spinner. The students arrange
the numbers on their paper so that the symbol fits between
them.
Operations Practice – Students choose two number slips
and spin the operations spinner. They write the problem down
and solve it on their paper.
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Ordering and Operations – Number Line Practice Individual
• Each person in your group needs a number line. • Shake up the number slips and pass them out to
everyone in your group. • Place all number slips on the number line, using the
arrows to point precisely to the numbers’ locations. • Trade places with someone in your group and check
their placements. • Discuss any you disagree about, and ask your group for
help if you need it.
Ordering and Operations - Ordering Practice Partner
• Choose two number slips. • Spin the ordering spinner. • Arrange the numbers on your paper so that the symbol
fits between them. • Put the slips back and choose two more. • Take turns until you both complete the activity sheet.
Ordering and Operations - Operations Practice Partner
• Choose two number slips. • Spin the operations spinner. • Write the problem down and solve it on your paper. • Put the slips back and choose two more. • Take turns until you both complete the activity sheet.
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Ordering Integers You and partner will take turns. First, choose two number slips. Then, spin the spinner. Write down you two numbers in the right order with relation to the symbol on the spinner. If you get the “less than” symbol (<), make sure the number on the left is less than the number on the right. If you get the “greater than” symbol (>), make sure the number on the left is greater than the number on the right. Put the numbers back when you’re done. Each of you must repeat this 15 times. Number Symbol Number
1. _______ _____ _______
2. _______ _____ _______
3. _______ _____ _______
4. _______ _____ _______
5. _______ _____ _______
6. _______ _____ _______
7. _______ _____ _______
8. _______ _____ _______
9. _______ _____ _______
10. _______ _____ _______
11. _______ _____ _______
12. _______ _____ _______
13. _______ _____ _______
14. _______ _____ _______
15. _______ _____ _______
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Integer Operations You and partner will take turns. First, choose two number slips. Then, spin the spinner. Write down the two numbers with your operation symbol between. If you get subtraction, be sure to put the larger number first. There is space below each problem to show your work. Put the numbers back when you’re done. Each of you must repeat this 10 times. Number Symbol Number 1. ______ ___ ______ = _______
2. ______ ___ ______ = _______
3. ______ ___ ______ = _______
4. ______ ___ ______ = _______
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5. ______ ___ ______ = _______
6. ______ ___ ______ = _______
7. ______ ___ ______ = _______
8. ______ ___ ______ = _______
9. ______ ___ ______ = _______
10. ______ ___ ______ = _______
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-10
9 -9
10
7 -7
8 -8
-6
5
6
-5
49
-4
3 -3
4
1 -1
2 -2
0
50
51
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Article – Absolute Value
Directions: This activity is designed in my classroom stations for partners or groups. Directions are included for either activity. I like to laminate the articles as well as the simple instructions. I modify the partner activity for lower groups by reducing the number of important facts and true/false statements that they must write. You can give sentence starters for the summarizing graphic organizer to differentiate, as well.
Article Partners • Everyone in your group grabs a copy of the article and the Partner Reading Activity Sheet.
• Take turns reading one paragraph at a time with your partner.
• Complete the partner reading activity together. Article Groups • Everyone in your group grabs a copy of the article and the Graphic Organizer for Summarizing.
• Take turns reading one paragraph at a time with your group.
• Discuss the main ideas from each paragraph and complete your graphic organizers.
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The Absolute Truth About Absolute Value
By Kimberly Wasylyk
Absolute value is a concept that you come across in middle school math after you
learn about negative numbers. Before we go any further, I will tell you that this is one of the
EASIEST topics you will ever learn about in math class. The absolute value of a number is
simply its distance from zero. The important thing for you to remember is that distance is
always positive, so absolute values are always positive. Sometimes, we say this is the
magnitude of a number. There is a special symbol for absolute value. For example, if you
want to know the absolute value of 15, you write 15 .
For positive numbers, the absolute value of a number is just equal to the number
itself. In the example we just examined, the absolute value of 15 equals 15. This seems too
simple, but it is true. Remember that the absolute value of a number is its distance from
zero. How far is 15 from zero? 15! The same is true for any positive number. The absolute
value of 165 is 165. The absolute value of 3,187 is 3,187.
Now let’s consider negative numbers. It is helpful to picture a number line when you
first learn about the absolute value of negative numbers.
To find the absolute value of -‐6, take a look at the number line. How far away from zero is -‐
6? Since -‐6 is six spaces away from zero, −6 = 6. How about the absolute value of -‐19?
Since absolute value is the distance from zero, −19 = 19. So, for negative numbers, the
absolute value is always the opposite, or positive, of that number.
The last thing that you need to know about absolute values is how to compare them.
Of course, I mean with less than or greater than symbols. Here, don’t think about the
number inside the absolute value bars, think about its distance from zero. Even though 15
is larger than -‐19, since -‐19 is farther from zero than 15, −19 > 15 . As you can see,
absolute value really is easier than it seems!
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Graphic Organizer – Summarizing
Main Idea – Paragraph 1
Main Idea – Paragraph 1
Main Idea – Paragraph 2
Main Idea – Paragraph 3
Main Idea – Paragraph 4
Summary
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Partner Reading
Take turns reading one paragraph at a time with your partner. Write down what you think are the three most important points from the article. Compare with your partner. Add two of their points to yours that are also very important. Important Points 1. ___________________________________________________________ _____________________________________________________________ 2. ___________________________________________________________ _____________________________________________________________ 3. ___________________________________________________________ _____________________________________________________________ 4. ___________________________________________________________ _____________________________________________________________ 5. ___________________________________________________________ _____________________________________________________________ Write down five statements about this topic. Make some of them true and some of them false. Trade papers with your partner so they can determine whether your statements are true or false. Trade back and check each other’s work. Discuss any disagreements you have. True/False Statements ___ 1. ________________________________________________________ _____________________________________________________________ ___ 2. _______________________________________________________ _____________________________________________________________ ___ 3. _______________________________________________________ _____________________________________________________________ ___ 4. _______________________________________________________ _____________________________________________________________ ___ 5. _______________________________________________________ _____________________________________________________________
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GO FISH: Absolute Value
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Directions: This classic card game is designed as a classroom station for groups of four. However, students could play in pairs or in larger groups. It works perfectly in stations as it is easily differentiated. As students are rotating from one station to the next, you can grab the stack of cards and remove some pairs to modify the game for a lower level group. Print the cards double-sided and laminate the pages before cutting them out. You can also laminate the directions below to keep at the station.
GO FISH Group
• Shuffle the cards and pass out four to each player. • Lay the rest in a pile face down on your desk. • The player left of the dealer goes first. • If you have two equivalent expressions, lay them
down. • If not, ask a question like, “Does anyone have the
absolute value of 19?” • If someone has the card, they must give it to the
player who asked. Otherwise they say, “GO FISH!” • If the player picks up a match, they may lay them
down. Otherwise, it is the next player’s turn. • The game continues until all the cards are gone. • The player with the most pairs at the end wins.
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−30 −21 24
30 21 24
0 −12 16
0 12 16
60
GO FISH GO
FISH GO FISH
GO FISH GO
FISH GO FISH
GO FISH GO
FISH GO FISH
GO FISH GO
FISH GO FISH
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9 −19 25
9 19 25
−24 11 −22
24 11 22
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GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
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23 −32 4
23 32 4
−7 8 −27
7 8 27
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GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
GO FISH
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