Math lesson plan · 6th grade (Year 7 in England) · 30 minutes
Work with absolute value
Number sense
CCSS 6.NS.C.7.CCCSS 6.NS.C.7.DEngland: KS3 Number
Objective and success criteria
Students will: Work with absolute value.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Negative numbers and absolute value; Compare integers, including two negatives
Leads to: Distance between two integers
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Negative numbers and absolute value; Compare integers, including two negatives). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the sign: −7 __ −23 (< / >) → >Prompt: Both numbers are negative. Which one is further left on the number line?
- Choose the sign: −25 __ −17 (< / >) → <Prompt: Both numbers are negative. Which one is further left on the number line?
- The temperature is 4 °C at noon and −14 °C at night. By how many degrees did it fall? → 18Prompt: Find the distance between the two numbers on the number line.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Work with absolute value. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: |2| + |−15| = ?
- Step 1: |2| = 2, |−15| = 15
- Step 2: 2 + 15 = 17
- Answer: 17
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- |−4| − |20| = ? → -16Prompt: Find each absolute value first: its distance from 0.
- Which number has the greatest absolute value? 25, −16, −26, −1 (−16 / −26 / 25 / −1) → −26Prompt: Ignore the signs: which number is furthest from 0?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Maya's game-shop account balance is −84 credits. A friend's balance is −79 credits. Who owes more? (Maya / The friend) → MayaPrompt: A negative balance is money owed. The size of the debt is the absolute value.
- |−19| − |−10| = ? → 9Prompt: Find each absolute value first: its distance from 0.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Negative numbers and absolute value.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Distance between two integers.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-6.
Free lesson plan from eurekami.com/lesson-plan-builder