MS Math SPED Resource Map

For example: for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. d. ​ 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. Standard 6.NS.8 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 x-coordinate or the same y-coordinate. END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS I can reason about a situation involving negative numbers Language Supports: ●​ Vocabulary (negative, positive)

I can explain what the solution to an inequality means. Language Supports: ●​ Vocabulary (solution, inequality) DIFFERENTIATION IN ACTION Skill Building

From Activity 8.2: MLR 7 Compare and Connect. To foster students’ meta-awareness of language as they compare and contrast different mathematical situations, display these two sentences: “A fishing boat can hold fewer than 9 people” and “A magician will perform her magic tricks only if there are at least 9 people in the audience.” Ask students what is the same and what is different about these two situations. Invite students to work with a partner to find values can be true for each statement. This discussion makes explicit the language of inequalities (e.g., fewer, at least), and offers an opportunity to connect verbal descriptions to solution sets of numbers. From Lesson 13 “Are You Ready for More?”: The point (0, 4) is 5 taxicab units away from (-4, 3) and 5 taxicab units away from (2, 1). 1. ​ Find as many other points as you can that are 4 taxicab units away from both (-4, 3) and (2, 1). 2. ​ Are there any points that are 3 taxicab units away from both points?

Extension

RESOURCES Each lesson takes one day Unit 7 Vocabulary Information about Practice Problems (Go to the tab marked Unit 7)