Interpreting Negative Numbers
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to remind students about negative numbers using a familiar context. The context of a thermometer also reminds students of vertical number lines.
Launch
Tell students to close their books or devices (or to keep them closed). Arrange students in groups of 2. Introduce the context image, and explain that degrees Celsius is a way of measuring temperature, like degrees Fahrenheit. If necessary, tell students that 0 degrees Celsius is the freezing point of water and 0 degrees Fahrenheit is the freezing point of brine, a type of saltwater. Use Co-Craft Questions to orient students to the context and elicit possible mathematical questions.
Give students 1–2 minutes to write a list of mathematical questions that could be asked about the situation before comparing questions with a partner.
Student Task
Sample Response
Sample responses:
- Which thermometer shows the warmest temperature? The coldest temperature?
- What temperature is shown on each thermometer?
- What is the difference between the warmest and coldest temperatures shown?
Activity Synthesis (Teacher Notes)
Invite several partners to share one question with the class, and record responses. Ask the class to make comparisons among the shared questions and their own. Ask, “What do these questions have in common? How are they different?” Listen for and amplify language related to the learning goal, such as “positive,” “negative,” and “difference.”
Standards
- 6.NS.C·Apply and extend previous understandings of numbers to the system of rational numbers.
- 6.NS.C·Apply and extend previous understandings of numbers to the system of rational numbers.
- 7.NS.1·Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
- 7.NS.A.1·Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
5 min
10 min
Knowledge Components
All skills for this lesson
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Interpreting Negative Numbers
5 min
Teacher Prep
Setup
Narrative
The purpose of this Warm-up is to remind students about negative numbers using a familiar context. The context of a thermometer also reminds students of vertical number lines.
Launch
Tell students to close their books or devices (or to keep them closed). Arrange students in groups of 2. Introduce the context image, and explain that degrees Celsius is a way of measuring temperature, like degrees Fahrenheit. If necessary, tell students that 0 degrees Celsius is the freezing point of water and 0 degrees Fahrenheit is the freezing point of brine, a type of saltwater. Use Co-Craft Questions to orient students to the context and elicit possible mathematical questions.
Give students 1–2 minutes to write a list of mathematical questions that could be asked about the situation before comparing questions with a partner.
Student Task
Sample Response
Sample responses:
- Which thermometer shows the warmest temperature? The coldest temperature?
- What temperature is shown on each thermometer?
- What is the difference between the warmest and coldest temperatures shown?
Activity Synthesis (Teacher Notes)
Invite several partners to share one question with the class, and record responses. Ask the class to make comparisons among the shared questions and their own. Ask, “What do these questions have in common? How are they different?” Listen for and amplify language related to the learning goal, such as “positive,” “negative,” and “difference.”
Standards
- 6.NS.C·Apply and extend previous understandings of numbers to the system of rational numbers.
- 6.NS.C·Apply and extend previous understandings of numbers to the system of rational numbers.
- 7.NS.1·Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
- 7.NS.A.1·Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.