Numbers on a number line
CONCEPTUALUnderstand the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as magnitude in real-world contexts; distinguish absolute value comparisons from ordering statements
Mastery Evidence
- Define absolute value as distance from zero on a number line
- Calculate the absolute value of positive and negative rational numbers
- Distinguish between comparing absolute values and comparing signed numbers in real-world contexts
Assessment Prompt
“Can [child] tell you that the absolute value of −7 is 7 — because it's 7 steps from zero on a number line regardless of direction — and use this idea to compare distances?”
Curriculum Standards2 alignments
6.NS.7cCommon Core State Standards for MathematicsUnderstand 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. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
6.NS.7dCommon Core State Standards for MathematicsDistinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
Prerequisites1
- Positive and Negative NumbershardAges 11—13
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- Positive and Negative Numbers hard
Absolute value requires understanding negative numbers on a number line
- Negative numbers in context hard
Calculating intervals across zero extends Y5 negative number context
- Negative Numbers hard
Counting through zero is prerequisite to interpreting negative numbers in context
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- The two digits of a two-digit number hard
Must understand two-digit place value before extending to hundreds
- A Ten Is Ten Ones hard
Understanding tens and ones place value requires the concept of 10 as a bundle
- The teen numbers hard
Understanding 10 as a bundle builds on understanding teen numbers as 'a ten and some ones'
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- The teen numbers hard
General two-digit place value extends from understanding teen number composition
- How Many in Total? hard
Understanding tens-and-ones composition requires cardinality — knowing numbers represent quantities
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Reading and writing numbers to 20 hard
Composing/decomposing teen numbers requires reading and writing those numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
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