Lesson 2: Developing the Concept
Materials: Index cards or digital "cards" that can be distributed among the class
- Understand the absolute value of a rational number as its distance from 0 on the number line. (6.NS.C.7.C)
Preparation: Make cards for I Have…Who Has?
Wrap-Up and Assessment Game
- Ask students to write and share their own definitions and real-life examples of absolute value situations.
- Play I Have...Who Has? Make up a set of 15 index cards with absolute value equations and 15 index cards containing values for the variable. If index cards aren't available, or you're adapting this for remote learning, create a way for the 30 equations below to be distributed as equally as possible among your students.
|Absolute Value Cards||Variable Value Cards|
||x + 5| = 20||x = 15|
||5 – x| = 30||x = –25|
||x + 6| = 41||x = 35|
||–27 – x| = 20||x = –47|
|–7 + |x| = 0||x = –7|
||25 – x| = 18||x = 7|
||x + –5| = 38||x = 43|
||37 – x| = 70||x = –33|
|114 – |x| = 7||x = 107|
||–x + 100| = 21||x = 121|
|–|1 + x| = -80||x = 79|
||x| = 81||x = –81|
||x + 3| = 84||x = 81|
||25 + x| = 62||x = –87|
||x – 26| = 11||x = 37|
Each Absolute Value Card listed has two values for x. These values overlap so that each Variable Value Card satisfies two of the given absolute value equations (the first and second values satisfy the first equation, the second and third values satisfy the second equation, and so on, until the last and first values satisfy the last equation).
Distribute the cards or equations equally. Be sure they've all been distributed. Choose a student to say "I have" and then read the value or equation on their card. Then have the student say "Who has a match for my card?" Any student with a match should say "I Have…Who Has…," and the game proceeds until all cards have been read. You might have students stand when the game starts and sit as they offer a response. To keep all engaged, offer a reward for successful completion of the game, encouraging challenges to suspect responses.
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