Integers with Sixth Graders

So today in grade 6, we jumped right into our integer unit.  In the past, the focus of our sixth grade integers unit has been on number line placement and on developing strategies for adding and subtracting integers.  I have always enjoyed teaching integers and have exposing kids to using manipulatives such as chips, virtual chips on the National Library of Virtual Manipulatives  and number line models.  So last Friday, as I was finishing up the school day, I pulled up the common core standards to see what they said about integers.  Here is what I found.

• CCSS.Math.Content.6.NS.C.5 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, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
• CCSS.Math.Content.6.NS.C.6 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.
• CCSS.Math.Content.6.NS.C.6a 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.
• CCSS.Math.Content.6.NS.C.6b 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.
• CCSS.Math.Content.6.NS.C.6c 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.
• CCSS.Math.Content.6.NS.C.7 Understand ordering and absolute value of rational numbers.
• CCSS.Math.Content.6.NS.C.7a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.
• CCSS.Math.Content.6.NS.C.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 ^oC > –7 ^oC to express the fact that –3 ^oC is warmer than –7 ^oC.
• CCSS.Math.Content.6.NS.C.7c 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. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
• CCSS.Math.Content.6.NS.C.7d Distinguish 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

"WOW!  That is a lot!" was my first reaction.  My second was, "where is the adding and subtracting integers?"  
I had to look again.  Nope.  Not there.

I opened seventh grade Common Core standards.......There is is!

So...... I don't have to teach integer addition and subtraction?!?!?Hmmmmm..... I guess my self designed unit needs a major overhaul.  I have to design new items to go with these new standards.  But I really want to share my stuff around integer addition and subtraction with seventh grade teachers so I will be posting it as a freebie in my TPT store.  Check it out.


For those of you looking for stuff on integers to help meet Common Core Standards for grade 6... Stay tuned.  I am working on developing materials and will let you know how it is going.


What has been the biggest instructional shift for you as you move towards the Common Core?