Math 6 Unit 7: Rational Explorations

3 weeks (Math 67 Unit 7: 2 weeks)

In this unit students will:
 understand that positive and negative numbers are used together to describe quantities having opposite directions or values.
 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.
 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.
 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.
 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.
 understand ordering and absolute value of rational numbers.
 interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
 write, interpret, and explain statements of order for rational numbers in real-world contexts.
 understand the absolute value of a rational number as its distance from 0 on the number line
 interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
 distinguish comparisons of absolute value from statements about order.
 solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.
Unit Resources:
 Unit 7 Overview Video
 Student Friendly Standards
 Parent Letter
 Vocabulary Cards
 Sample Concept Map
 Prerequisite Skills Assessment
 Sample Post Assessment
 Culminating Task
Topic 1: Rational Reasoning
Big Ideas/Enduring Understandings:
 Negative numbers are used to represent quantities that are less than zero such as temperatures, elevation, scores in games or sports, and loss
of income in business.
 Absolute value is useful in ordering and graphing positive and negative numbers.

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  Positive and negative numbers are often used to solve problems in everyday life.
 Rational numbers are points on a number line.
Essential Questions:
 When are negative numbers used and why are they important?
 Why is it useful for me to know the absolute value of a number?
 How do I use positive and negative numbers in everyday life?
 Where do I place positive and negative rational numbers on the number line?
 How do I use positive and negative numbers to represent quantities in real-world contexts?
 What are opposites, and how are opposites shown on a number line?
 How do statements of inequality help me place numbers on a number line?
Student Relevance:
 Money
 Temperature
 Sea Level
 Game score-football and golf
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural
connections that exist among mathematical topics.
MGSE6.NS.5 (470Q) 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, debits/credits, positive/negative electric charge); use positive and negative numbers
to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
MGSE6.NS.6 (780Q) 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.
MGSE6.NS.6a (780Q) 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.
MGSE6.NS.6b (850Q) Understand signs of number 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.
MGSE6.NS.6c (850Q) 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.
MGSE6.NS.7 (840Q) Understand ordering and absolute value of rational numbers.
MGSE6NS.7a (840Q) Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
MGSE6.NS.7b (840Q) Write, interpret, and explain statements of order for rational numbers in real-world contexts.
MGSE6.NS.7c (900Q) Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as
magnitude for a positive or negative quantity in a real-world situation.
MGSE6.NS.7d (920Q) Distinguish comparisons of absolute value from statements about order.

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 Vertical Alignment
3rd Grade Standards 7th Grade Standards
MGSE3.NF.2 Understand a fraction as a number on the number MGSE7.NS.1a Show that a number and its opposite have a sum of 0 (are
line; represent fractions on a number line diagram. additive inverses). Describe situations in which opposite quantities combine to
make 0. For example, your bank account balance is -$25.00. You deposit
$25.00 into your account. The net balance is $0.00.
MGSE7.NS.1b Understand p + q as the number located a distance |𝑞| from p, in
the positive or negative direction depending on whether q is positive or negative.
Interpret sums of rational numbers by describing real world contexts.
MGSE7.NS.1c Understand subtraction of rational numbers as adding the additive
inverse, p – q = p + (– q). Show that the distance between two rational numbers
on the number line is the absolute value of their difference, and apply this
principle in real‐world contexts.
MGSE7.NS.1d Apply properties of operations as strategies to add and subtract
rational numbers.
MGSE7.NS.2a Understand that multiplication is extended from fractions to
rational numbers by requiring that operations continue to satisfy the properties
of operations, particularly the distributive property, leading to products such as (-
1)(– 1) = 1 and the rules for multiplying signed numbers. Interpret products of
rational numbers by describing real‐world contexts.
MGSE7.NS.2b Understand that integers can be divided, provided that the divisor
is not zero, and every quotient of integers (with non‐zero divisor) is a rational
number. If p and q are integers then – (p/q) = (– p)/q = p/(–q). Interpret
quotients of rational numbers by describing real‐world contexts.
MGSE7.NS.2c Apply properties of operations as strategies to multiply and divide
rational numbers.
Instructional Strategies
NS.5
Students use rational numbers (fractions, decimals, and integers) to represent real-world contexts and understand the meaning of 0 in each situation.
For example, 25 feet below sea level can be represented as -25; 25 feet above sea level can be represented as +25. In this scenario, zero would
represent sea level.
The purpose of this cluster (6.NS 5-8) is to begin study of the existence of negative numbers, their relationship to positive numbers, and the meaning
and uses of absolute value. Starting with examples of having/owing and above/below zero sets the stage for understanding that there is a

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mathematical way to describe opposites. Students should already be familiar with the counting numbers (positive whole numbers and zero), as well as
with fractions and decimals (also positive).

They are now ready to understand that all numbers have an opposite. These special numbers can be shown on vertical or horizontal number lines,
which then can be used to solve simple problems. Demonstration of understanding of positives and negatives involves translating among words,
numbers and models: given the words “7 degrees below zero,” showing it on a thermometer and writing -7; given -4 on a number line, writing a real-life
example and mathematically -4. Number lines also give the opportunity to model absolute value as the distance from zero.
Simple comparisons can be made and order determined. Order can also be established and written mathematically: -3° C > -5° C or -5° C < -3° C. Finally,
absolute values should be used to relate contextual problems to their meanings and solutions.

Using number lines to model negative numbers, prove the distance between opposites, and understand the meaning of absolute value easily transfers
to the creation and usage of four-quadrant coordinate grids. Points can now be plotted in all four quadrants of a coordinate grid. Differences between
numbers can be found by counting the distance between numbers on the grid. Actual computation with negatives and positives is handled in Grade 7.
NS.6
In elementary school, students worked with positive fractions, decimals and whole numbers on the number line. In 6th grade, students extend the
number line to represent all rational numbers and recognize that number lines may be either horizontal or vertical (i.e. thermometer).
Students recognize that a number and its opposite are equidistance from zero (reflections about the zero). The opposite sign (–) shifts the number to
the opposite side of 0. For example, – 4 could be read as “the opposite of 4” which would be negative 4. The following example, – (–6.4) would be read
as “the opposite of the opposite of 6.4” which would be
6.4. Zero is its own opposite.
Students worked with Quadrant I in elementary school. As the x-axis and y-axis are extending to include negatives, students begin to work with the
Cartesian Coordinate system. Students recognize the point where the x-axis and y-axis intersect as the origin. Students identify the four quadrants and
are able to identify the quadrant for an ordered pair based on the signs of the coordinates. For example, students recognize that in Quadrant II, the
signs of all ordered pairs would be (-x, y).

Students understand the relationship between two ordered pairs differing only by signs as reflections across one or both axes. For example, in the
ordered pairs (-2, 4) and (-2, -4), the y-coordinates differ only by signs, which represents a reflection across the x-axis. A change is the x-coordinates
from (-2, 4) to (2, 4), represents a reflection across the y-axis. When the signs of both coordinates change, [(2, -4) changes to (-2, 4)], the ordered pair
has been reflected across both axes. Students are able to plot all rational numbers on a number line (either vertical or horizontal) or identify the values
of given points on a number line. For example, students are able to identify where the following numbers would be on a number line:

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Number lines can be used to show numbers and their opposites. Both 3 and -3 are 3 units from zero on the number line. Graphing points and reflecting
across zero on a number line extends to graphing and reflecting points across axes on a coordinate grid. The use of both horizontal and vertical number
line models facilitates the movement from number lines to coordinate grids.

NS.7
a. Students identify the absolute value of a number as the distance from zero but understand that although the value of -7 is less than -3, the
absolute value (distance) of -7 is greater than the absolute value (distance) of -3. Students use inequalities to express the relationship between

two rational numbers, understanding that the value of numbers is smaller moving to the left on a number line. For example,

because is located to the left of –2 on the number line.

b. Students write statements using < or > to compare rational number in context. However, explanations should reference the context rather than
“less than” or “greater than”. For example, the balance in Sue’s checkbook was –12.55. The balance in Ron’s checkbook was –10.45. Since –
12.55 < –10.45, Sue owes more than Ron. The interpretation could also be “Ron owes less than Sue”.
c. Students understand absolute value as the distance from zero and recognize the symbols | | as representing absolute value. For example, | –7
| can be interpreted as the distance –7 is from 0 which would be 7. Likewise | 7 | can be interpreted as the distance 7 is from 0 which would
also be 7. In real- world contexts, the absolute value can be used to describe size or magnitude. For example, for an ocean depth of –900 feet,
write | –900| = 900 to describe the distance below sea level.
d. When working with positive numbers, the absolute value (distance from zero) of the number and the value of the number is the same;
therefore, ordering is not problematic. However, negative numbers have a distinction that students need to understand. As the negative
number increases (moves to the left on a number line), the value of the number decreases. For example, –24 is less than –14 because –24 is
located to the left of –14 on the number line. However, absolute value is the distance from zero. In terms of absolute value (or distance) the
absolute value of –24 is greater than –14. For negative numbers, as the absolute value increases, the value of the number decreases.
Common models to represent and compare integers include number line models, temperature models and the profit/loss model. On a number line
model, the number is represented by an arrow drawn from zero to the location of the number on the number line; the absolute value is the length of
this arrow.
The number line can also be viewed as a thermometer where each point of on the number line is a specific temperature. In the profit-loss model, a positive
number corresponds to profit and the negative number corresponds to a loss. Each of these models is useful for examining values but can also be used
in later grades when students begin to perform operations on integers.

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In working with number line models, students internalize the order of the numbers; larger numbers on the right or top of the number line and smaller
numbers to the left or bottom of the number line.
They use the order to correctly locate integers and other rational numbers on the number line.
By placing two numbers on the same number line, they are able to write inequalities and make statements about the relationships between the
numbers.

Case 1: Two positive numbers

5>3
5 is greater than 3

Case 2: One positive and one negative number

3 > -3
positive 3 is greater than negative 3
negative 3 is less than positive 3

Case 3: Two negative numbers

-3 > -5
negative 3 is greater than negative 5
negative 5 is less than negative 3

Comparative statements generate informal experience with operations and lay the foundation for formal work with operations on integers in grade 7.
One of the thermometers shows -3°C and the other shows -7°C.
Which thermometer shows which temperature?
Which is the colder temperature? How much colder?
Write an inequality to show the relationship between the temperatures and explain how the model shows this relationship.

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Solution:
The thermometer on the left shows -7°C and the one on the right shows -3°C -7°C is the colder temperature
by 4 degrees. -7°C < -3°C or -3°C > -7°C
The levels on the thermometers show the distance each is from zero and the difference between the two distances.

Students recognize the distance from zero as the absolute value or magnitude of a rational number. Students need multiple experiences to understand
the relationships between numbers, absolute value, and statements about order.
Example: The Great Barrier Reef is the world’s largest reef system and is located off the coast of Australia. It reaches from the surface of the ocean to a
depth of 150 meters. Students could represent this value as less than 150 meters or a depth no greater than 150 meters below sea level.
Opening
 Brainstorming Activity: Have students brainstorm uses of negative numbers. Make a list of their ideas on the board/overhead. Draw examples
of a temperature gauge, sea level, and a number line for various representations of the use of integers.
 Understanding Integers Computer Animation/Video – “Math 6 Spy Guys”
 Study Jams - Integers
 Comparing and Ordering Integers Number Line Activity - Provide horizontal number lines or vertical number lines for student use. Number
lines could be laminated for use with dry erase markers. A large teacher number line should also be used to model placement of numbers. Use
the number line to compare and order numbers. Students should be able to use > or < signs when comparing integers. Use student
understanding of graphing positive rational numbers and then reflect the location over zero on the number line in order to graph its opposite.
 NCTM Illuminations Volt Meter - Place two batteries with the same value, but pointing in opposite directions, on the voltmeter. What is the
result? Will this happen in all cases?

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  Absolute Value Frayer Diagram
Work Session
 Introducing Integers Smartboard Lesson or Introduction to Integers/Absolute Value Presentation - Introduce absolute value as the distance
from zero on the number line.
 Integer Notes – Students may complete the notes as the teacher instructs.
 Integers Number Line Presentation (Focus on Slides 1-10)
 We Need Integers Choice Board – Students may complete the choice board at home or as an anchor activity once they complete their class
work.
 Comparing Integers Activities
o Above and Below Sea Level
o Integer War (Students will need decks of cards to play the game in pairs.)
 Absolute Value Activity (Answer key begins on p. 3.)
 Patty Paper Activity - Comparing Rational Numbers: Use student understanding of graphing positive rational numbers to then reflect the
locations over zero on the number line in order to graph its opposite.
 Performance Tasks: What's Your Sign? , Representing Rational Numbers on the Number Line, Helicopters and Submarines Task
Closing
 Assess student understanding by Thumbs Up, Thumbs Down. Read aloud each of the following statements or use teacher-generated similar
statements. If the student thinks the statement is true, he should respond with a thumbs up signal. If the student thinks the statement is false,
he should respond with a thumbs down signal.
Statements:
1) All positive integers are greater than all negative integers.
2) Zero is less than negative five.
3) The absolute value of three is greater than the absolute value of negative three.
4) Negative one is greater than negative two.
5) Larger values are located on the left on the number line.
 Use Algeblocks and the Basic Mat worksheet Representing Integers with Physical Models or Two-Color Counters on the worksheet. Have them
make up the last three situations. Represent all models using an integer.
 Integers and their Opposites Journal Entry
 Comparing Integers – Cut apart and use as Exit Tickets.
 Comparing and Ordering Integers Quiz
 Absolute Value Matching Quiz
 Ordering Rational Numbers Formative Assessment: Teacher Directions
o Using tape on the floor, create a number line with only zero labeled.
o Write rational numbers on a separate index card. Write the number large for visibility by other students in the classroom.
o Distribute a card to each student.

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 o Randomly call 5 students at a time (or more or less) to arrange themselves on the number line in the approximate location.
 Variation: call 5 students to order themselves, then have additional students come up and see if they know where they fit into
the original group.
 Differentiate by selecting different numbers (only integers, repeating decimals, etc…)
o Randomly call on volunteers to let students know if they are in the correct order and why or why not.
Differentiation
We Need Integers Choice Board
Common Misconceptions
Generally, negative values are introduced with integers instead of with fractions and decimals. However, it is a mistake to stop with integers values
because students must understand where numbers like -4.5 and belong in relation to the integers. Students often place between -1 and 0
instead of between -2 and -1.
Evidence of Learning
By conclusion of this lesson, students should be able to:
 understand that positive and negative numbers are used together to describe quantities having opposite directions or values.
 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.
 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.
 understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane.
 find and position integers and other rational numbers on a horizontal or vertical number line diagram.
 understand ordering and absolute value of rational numbers.
 interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
 write, interpret, and explain statements of order for rational numbers in real-world contexts.
 understand the absolute value of a rational number as its distance from 0 on the number line
 interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
 distinguish comparisons of absolute value from statements about order.
Additional Assessments:
Constructed response: Above and Below Sea Level , Comparing Integers, Integers and Their Opposites Journal Entry, Absolute Value, Comparing and
Ordering Integers Quiz
Informal assessment: Integer War, Representing Integers using Physical Models
Selected response: Absolute Value Quiz
Purchased Resources Purchased Online Resources Suggested Manipulatives
McGraw Hill Georgia Math Grade 6: Volume 2, http://connected.mcgraw-hill.com/connected/login.do Color Tiles or Cm cubes
Chapter 12 Lessons 1-5

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McGraw Hill Georgia Math Grade 6 Plus: Volume 2, Teacher User ID: ccsde0(enumber) 1-In number lines or 1 cm number
Chapter 8 Lessons 1-3 Password: cobbmath1 lines
Holt Mathematics Course 1 (old): Student User ID: ccsd(student ID) Fraction Towers
Hands-on Standards Grades 5-6: Algebra Lesson 10 Password: cobbmath1 Cuisenaire Rods
Hand on Standards Grades 7-8: Number and Coordinate Pegboards
Operation Lesson 4 General Login:
Hand on Standards Grade 6: The Number System User: georgiamath1
Lessons 2, 6-7 PW: demo123
Graphing Calculator Strategies Algebra: Lesson 10
Connected Math (Grade 7): Accentuate the
Negative: Positive and Negative Numbers
Web Resources
 http://www.math.com/school/subject1/lessons/S1U1L10GL.html
 http://www.intmath.com/numbers/1-integers.php
 http://www.mathgoodies.com/lessons/vol5/intro_integers.html
 http://www.mathsisfun.com/whole-numbers.html
 http://video.about.com/math/What-Are-Integers-.htm
 https://learnzillion.com/lessonsets/447-understand-the-relationship-between-positive-and-negative-numbers-interpret-zero-and-positive-or-
negative-numbers-in-realworld-contexts
 https://learnzillion.com/lessonsets/94-understand-how-positive-and-negative-numbers-describe-quantities
 https://learnzillion.com/lessonsets/210-position-numbers-and-their-opposites-on-a-number-line
 https://learnzillion.com/lessonsets/191-understand-and-interpret-absolute-value-and-distinguishing-comparisons-of-absolute-value-from-
statements-about-order
 https://learnzillion.com/lessonsets/138-interpret-statements-of-inequality-and-write-interpret-and-explain-statements-of-order-for-rational-
numbers
 https://learnzillion.com/lessonsets/676-understand-rational-numbers-and-ordered-pairs-place-pairs-of-rational-numbers-on-the-coordinate-
plane
 https://learnzillion.com/lessonsets/230-understand-ordered-pairs-signs-and-the-coordinate-plane
 https://learnzillion.com/lessonsets/15-compare-fractions-to-12
Mile High
6.NS It's Warmer in Miami
engageNY Module 3
6.NS Jumping Flea
6.NS Above and below sea level

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 6.NS Integers on the Number Line 2
6.NS Fractions on the Number Line
6.NS Comparing Temperatures
Fractions on a Number Line
Vocabulary
Absolute value: The distance between a number and zero on the number line. The symbol for absolute value is shown in the equation |−8| = 8.
Integers: The set of whole numbers and their opposites {… − 3, −2, −1, 0, 1, 2, 3, … }
Magnitude: Greatness in size or amount
Negative numbers: The set of numbers with a value less than zero
Opposite number: Two different numbers that have the same absolute value. Example: 4 and −4 are opposite numbers because both have an
absolute value of 4. They are the same distance from zero, in opposite directions.
𝑎
Rational number: The set of numbers that can be written in the form where a and b are integers and 𝑏 ≠ 0.
𝑏
Sign: a symbol that indicates whether a number is positive or negative. Example: in −4, the (−) sign hows this number is read “negative four”.
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique
situation.
Formative Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Assessment mathematical ideas and applications.
Lesson (FAL)
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution revealing Act Three.
Task Type/
Task Name Content Addressed Standards
Grouping
Plotting numbers on a number line; Ordering integers; Negative and MGSE6.NS.5
Learning / Scaffolding Task
**What’s Your Sign? positive numbers; Absolute Value; Distance between two points on a MGSE6.NS.6,a,c
Individual/Partner
number line MGSE6.NS.7
Representing Rational MGSE6.NS.5
Learning / Scaffolding Task Ordering rational numbers; Plotting numbers on a number line; Negative
Numbers on the MGSE6.NS.6,a,c
Individual/Partner and positive numbers; Absolute Value; Opposites
Number Line MGSE6.NS.7

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 Absolute Value and Learning / Scaffolding Task MGSE6.NS.5-7a-d
Absolute Value and ordering of rational numbers.
Ordering Individual/Partner
**Planning A Field Trip Learning Task MGSE6.NS.5-7a-d
Absolute Value
(Spotlight Task) Individual/Partner

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Topic 2:
Big Ideas/Enduring Understandings:
 Numbers in ordered pairs indicate locations in quadrants of the coordinate plane.
Essential Questions:
 When is graphing on the coordinate plane helpful?
 How can I use coordinates to find the distances between points?
 How can I use number lines to find the distances between points?
 How can I use absolute value to find the lengths of the sides of polygons on the coordinate plane?
Student Relevance:
 Location
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
MGSE6.NS.6b (850Q) Understand signs of number 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.
MGSE6.NS.6c (850Q) 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.
MGSE6.NS.8 (990Q) Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates
and absolute value to find distances between points with the same first coordinate or the same second coordinate.
MGSE6.G.3 (990Q) Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the
same first coordinate or the same second coordinate. Apply those techniques in the context of solving real-world mathematical problems.
Vertical Alignment
4th-5th Grade Standards Math 7 Standards
MGSE4.MD.3 Apply the area and perimeter formulas for rectangles in real MGSE7.RP.2a Decide whether two quantities are in a proportional
world and mathematical problems. For example, find the width of a relationship, e.g., by testing for equivalent ratios in a table or graphing on a
rectangular room given the area of the flooring and the length, by viewing coordinate plane and observing whether the graph is a straight line through
the area formula as a multiplication equation with an unknown factor. the origin.
MGSE5.G.1 Use a pair of perpendicular number lines, called axes, to define MGSE7.RP.2b Identify the constant of proportionality (unit rate) in tables,
a coordinate system, with the intersection of the lines (the origin) arranged graphs, equations, diagrams, and verbal descriptions of proportional
to coincide with the 0 on each line and a given point in the plane located by relationships.
using an ordered pair of numbers, called its coordinates. Understand that MGSE7.RP.2c Represent proportional relationships by equations. For
the first number indicates how far to travel from the origin in the direction example, if total cost t is proportional to the number n of items purchased
of one axis, and the second number indicates how far to travel in the at a constant price p, the relationship between the total cost and the
direction of the second axis, with the convention that the names of the two number of items can be expressed as t = pn.

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axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis MGSE7.RP.2d Explain what a point (x, y) on the graph of a proportional
and y-coordinate). relationship means in terms of the situation, with special attention to the
points (0, 0) and (1,r) where r is the unit rate.
MGSE5.G.2 Represent real world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret coordinate
values of points in the context of the situation.
Instructional Strategies
NS.8
Students find the distance between points whose ordered pairs have the same x-coordinate (vertical) or same ycoordinate (horizontal). For example, the
distance between (–5, 2) and (–9, 2) would be 4 units.

This would be a horizontal line since the y-coordinates are the same. In this scenario, both coordinates are in the same quadrant. The distance can be found
by using a number line to find the distance between –5 and –9. Students could also recognize that –5 is 5 units from 0 (absolute value) and that –9 is 9 units
from 0 (absolute value). Since both of these are in the same quadrant, the distance can be found by finding the difference between 9 and 5. (|9| − |5|).

Coordinates could also be in two quadrants. For example, the distance between (3, –5) and (3, 7) would be
12 units. This would be a vertical line since the x-coordinates are the same. The distance can be found by using a number line to count from –5 to 7 or by
recognizing that the distance (absolute value) from –5 to 0 is 5 units and the distance (absolute value) from 0 to 7 is 7 units so the total distance would be 5 + 7
or 12 units.

Example:
If the points on the coordinate plane below are the three vertices of a rectangle, what are the coordinates of the fourth vertex? How do you know? What are
the length and width of the rectangle?

To determine the distance along the x-axis between the point (-4, 2) and (2, 2) a student must recognize that -4 is |−4| or 4 units to the left of 0 and 2 is |2| or
2 units to the right of zero, so the two points are total of 6 units

G.3

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Students are given the coordinates of polygons to draw in the coordinate plane. If both x-coordinates are the same (2, 1) and (2, 4), then students recognize
that a vertical line has been created and the distance between these coordinates is the distance between -1 and 4, or 5. If both the y-coordinates are the same
(-5, 4) and (2, 4), then students recognize that a horizontal line has been created and the distance between these coordinates is the distance between -5 and 2,
or 7. Using this understanding, student solve real-world and mathematical problems, including finding the area of quadrilaterals and triangles.
Example: On a map, the library is located at (-2, 2), the city hall building is located at (0,2), and the high school is located at (0,0). Represent the locations as
points on a coordinate grid with a unit of 1 mile.
What is the distance from the library to the city hall building?
The distance from the city hall building to the high school? How do you know?
What shape is formed by connecting the three locations? The city council is planning to place a city park in this area. How large is the area of the planned
park?

Example: On the coordinate grid, plot the following points in order and connect each plotted point to the previous one in the order shown to form a figure.

1. Point A (2, 5)
2. Point B (2, 9)
3. Point C (5, 7)
4. Point D (8, 9)
5. Point E (8, 5)
6. Point A (2, 5)

Part B
What is the area, in square units, of the enclosed figure?
Solution: Part A

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 Part B 18 square units
Opening
 Hot Seat: Cut the Hot Seat Cards apart and tape them on the back of desks throughout the room. Announce to students that eight of them are in the
hot seat today. Show students an unlabeled coordinate plane and allow those in the hot seat to bring their card to place on the coordinate plane. If
students label the parts incorrectly, allow other students to come to the front and correct it. After the activity, take time to define and label each of
the following: x-axis, y-axis, origin, quadrants 1 – 4. To help number quadrants, prompt them to draw a large C (for coordinate plane) on the graph.
When one draws a C, you start at the top right and move counterclockwise, just as the quadrants are ordered.

C
 Use website to introduce the topic of reflections. Ask the following questions:
o What happens to the reflection when the original figure is moved farther away from the black line?
o What happens to the reflection when the original figure is rotated?
o What happens to the shape? Does the size change?
o How does this distance from the original shape to the black line compare to the reflected shape and the black line?
 To access prior knowledge on perimeter and area formulas, prompt students to complete Find Someone Who… Upon completion, debrief to verify
students have the correct formulas.
 Display Coordinate Plane with Labels. Ask students how they could determine the distance between points A and B. (Students may count spaces or
use the coordinates to determine the distance.) Since a measurement is not provided, tell students we will name the distance in units. Points A and B
are 4 units apart. Ask students to determine the distance between points C and D. Ask students if their strategy had to change since points C and D are
in quadrants 3 and 4.
Work Session

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  Graphing Ordered Pairs Notes Example
 Ordered Pairs Activity could be completed using the Rally Coach Method. Students work in pairs. While the first partner is completing number 1, the
second partner is coaching and checking their answer. Students switch roles with each problem.
 Review graphing by calling out several ordered pairs and have students graph them on their coordinate plane wipe-off boards. You may use sheet
protectors if you do not have coordinate plane wipe-off boards. Begin by graphing integers and then transition into other rational numbers.
 Problem Solving - Coordinate Plane – Students will use a coordinate plane on a map of Georgia to solve problems.
 Graphing Calculator Strategies Middle School-Lesson 13 Plotting shapes on the coordinate plane.
 Mirrored Mappings Task
 Mystery Shapes Activity
 Point Distances Activity (The answer key is on the second page.)
 Buried Treasure Task
 Performance Tasks: Symbols of Inequalities and the Coordinate System, Graphing on the Coordinate Plane
Closing
Assess student understanding by having students use line segments to write their initials (or name) on the coordinate plane. At least one vertex should be at a
non-integer value. Then have students name each vertex that was used in the creation of their initials.
Example: Students would name the coordinates highlighted below

 Password – A student stands where he or she cannot see the board. The teacher projects the word, and the class or a student calls out hints to get the
student to guess the word.
 Partner Puzzle – Students will complete the puzzle in pairs.
Differentiation
Students can practice graphing polygons in each quadrant for those that struggle with the concept.
Give students that struggle pre-labeled coordinate planes to graph on.

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Common Misconceptions
Students confuse x and y axis when graphing. Students can think of an elevator: you walk in left or right, then go up or down to graph.
Evidence of Learning
By completion of this lesson, students should be able to:
 recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
 find and position pairs of integers and other rational numbers on a coordinate plane.
 solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane.
Additional Assessments
Constructed response: Connect the Dots, Mirrored Mappings, Mystery Shapes, Problem Solving Coordinate Plane, Point Distances, Buried Treasure
Informal assessment: Ordered Pairs Activity, Partner Puzzle
Purchased Resources Purchased Online Resources Suggested Manipulatives
McGraw-Hill Georgia Math Grade 6: Volume 2 http://connected.mcgraw-hill.com/connected/login.do Coordinate Pegboards
Chapter 12 Lessons 6-8
McGraw-Hill Georgia Math Grade 6 Plus: Volume 2 Teacher User ID: ccsde0(enumber)
Chapter 8 Lessons 4-6 Password: cobbmath1
Hands On Standards Grades 5-6: Algebra Lesson Student User ID: ccsd(student ID)
Lesson 15 Password: cobbmath1
Hands On Standards Algebra: Integers Lesson 10
Hands On Standards Grade 6: The Number System General Login:
Lesson 3; Geometry Lesson 5 User: georgiamath1
Graphing Calculator Strategies Middle School: PW: demo123
Lesson 13
Web Resources
http://www.shodor.org/interactivate/activities/GeneralCoordinates/
https://www.mathsisfun.com/data/cartesian-coordinates-interactive.html
 http://education.ti.com/calculators/downloads/US/Activities/Detail?id=8999
 http://www.shodor.org/interactivate/lessons/GraphingCoordinate/
 http://www.shodor.org/interactivate1.0/lessons/fm1a.html
 http://library.thinkquest.org/20991/prealg/graph.html
 http://www.math.com/school/subject2/lessons/S2U4L1GL.html
 http://learnzillion.com/lessons/489-understand-the-coordinate-plane-as-horizontal-and-vertical-number-lines
 http://fcit.usf.edu/math/lessons/activities/HumanPS.htm
 https://learnzillion.com/lessonsets/676-understand-rational-numbers-and-ordered-pairs-place-pairs-of-rational-numbers-on-the-coordinate-plane
 https://learnzillion.com/lessonsets/230-understand-ordered-pairs-signs-and-the-coordinate-plane

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  https://learnzillion.com/lessonsets/192-graph-points-in-all-four-quadrants-on-the-coordinate-plane-to-solve-realworld-and-mathematical-problems
 https://learnzillion.com/lessonsets/243-draw-polygons-in-the-coordinate-plane-given-coordinates-for-the-vertices-and-use-coordinates-to-find-the-
length-of-a-side
6.NS Distances between Points
6.G Polygons in the Coordinate Plane
Vocabulary
Cartesian Coordinate Plane: A plane containing two perpendicular axes (x and y) intersecting at a point called origin (0, 0).
Coordinates: An ordered pair, (𝑥, 𝑦), that locates a point in a plane.
Distance: amount of separation between 2 points.
Inequality: Any mathematical sentence that contains the symbols > (greater than), < (less than), < (less than or equal to), or > (greater than or equal to).
Ordered Pair: A pair of numbers,(𝑥, 𝑦), that indicate the position of a point on the Cartesian coordinate Plane.
Origin: The point of intersection of the vertical and horizontal axes of a Cartesian coordinate plane. The coordinates of the origin are (0, 0).
Polygon: A closed figure formed by three or more line segments.
Quadrant: One of the four regions on a Coordinate plane formed by the intersection of the x-axis and the y-axis.
x-axis: The horizontal number line on the Cartesian coordinate plane.
x-coordinate: The first number of in ordered pair; the position of a point relative to the vertical axis
y-axis: The vertical number line on the Cartesian coordinate plane
y-coordinate: The second number in an ordered pair; the position of a point relative to the horizontal axis
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Type/
Task Name Content Addressed Standards
Grouping
MGSE6.NS.5-6
Plotting rational numbers on the number line; Negative and
Symbols of Inequalities and Learning / Scaffolding Task MGSE6.NS.6c
positive numbers; Plotting and naming points on a coordinate
the Coordinate System Individual/Partner MGSE6.NS.7a-b
plane; Absolute Value; Distance between points
MGSE6.NS.8

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Graphing on the Coordinate
Learning / Scaffolding Task
Plane
Integers on the Coordinate Formative Assessment Lesson
Plane (FAL)
Culminating Task:
Sounds of the Band
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MGSE6.NS.5-6
Plotting rational numbers on the number line; Negative and MGSE6.NS.6a-c
positive numbers; Plotting and naming points on a coordinate MGSE6.NS.7
Individual/Partner plane; Absolute Value; Distance between points; reflecting MGSE6.NS.7c
across the x and y axis; area and perimeter MGSE6.NS.8
MGSE6.G.3
Plotting rational numbers on the number line; Negative and MGSE6.NS.6b-c
positive numbers; Plotting and naming points on a coordinate MGSE6.NS.8
Individual/Partner
plane;
Positive and negative numbers; comparing and ordering; MGSE6.NS.5
negative and positive numbers; absolute value; distance MGSE6.NS.6a-c
Performance Task
between points; opposites; plotting rational numbers; MGSE6.NS.7a-d
Individual Task
reflecting across the x and y axis; area and perimeter; MGSE6.NS.8
coordinate graphing MGSE6.G.3