What’s in 3

a Name? MATERIALS
Scissors for card sort
Number set bullseye
Rational Number System
Index cards
Push pins or tape

Lesson Overview
Students formally classify numbers as rational numbers and understand that all numbers they
have studied so far are subsets of the rational numbers. Students sort and classify numbers.
They investigate the density of rational numbers by locating rational numbers between other
rational numbers.

Grade 6 The Number System

Apply and extend previous understandings of numbers to the system of rational numbers.
7. Understand ordering and absolute value of rational numbers.
c. 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.
d. Distinguish comparisons of absolute value from statements about order.

Essential Ideas
a
• Rational numbers are the set of numbers that can be written as __b
, where a and b are integers
and b does not equal 0.
• The set of rational numbers includes the sets of integers, whole numbers, and natural numbers.
• Given two rational numbers, there exists an infinite number of rational numbers between
those numbers.

LESSON 3: What’s in a Name? • M4-35A

 Lesson Structure and Pacing: 1 Day
Engage
Getting Started: Sort It Out!
Students cut out and sort numbers into different student-generated groups. The class creates a
list of ways they sorted the numbers.
Develop
Activity 3.1: Analyzing Number Sorts
Students compare number sorts completed by other students. These sorts lead to the formal
introduction of the set of rational numbers. Students regroup their cards into the set of Natural
Numbers and then Whole Numbers. The terms Integers and Rational Numbers are formally
defined. Students identify the cards that belong to each number set.

Activity 3.2: Classifying Numbers

Students play Number Set Bullseye to classify numbers into the number sets defined in
Activity 3.1. Then they complete a table that includes some descriptions and examples of the
different sets of numbers.

Activity 3.3: Density

Students order and compare numbers. The Density Property is stated and students use this
property to identify a rational number between a pair of rational numbers on a number line. They
will plot various positive and negative decimals, whole numbers, fractions and mixed numbers
on the same number line. They then plot and label a rational number between a pair of given
rational numbers.
Demonstrate
Talk the Talk: Do They Always Belong?
Students summarize what they learned in the lesson by evaluating statements about the
relationship between different sets of numbers. Students determine if each statement is true or
false and explain their reasoning.

M4-35B • TOPIC 1: Signed Numbers

Getting Started: Sort It Out! ENGAGE

Facilitation Notes
In this activity, students cut out and sort numbers into different student-
generated groups. The class creates a list of ways they sorted the numbers.

Have a student read the instructions aloud. Then work with a partner or in
groups to complete Question 1.
Differentiation strategy
For students who struggle,
• Reduce the number of cards to be sorted.
• Have them simplify some of the numbers on the cards by writing
equivalent numbers (without the percent signs, double signs or
absolute value symbols) along with the original numbers.
Questions to ask
• How did you group the numbers?
• What are the criteria for belonging to each group in your sort?
• Is there another way you could sort the numbers?
• Do any of your numbers fit into multiple groups?

As a class, complete Question 2. Generate a list of groups created by the

students. This is a brainstorm. It is not necessary for the list to
be exhaustive.

Summary
Numbers can be classified in a variety of ways.

Activity 3.1 DEVELOP

Analyzing Number Sorts

Facilitation Notes
In this activity, students compare number sorts completed by other
students, which leads to the formal introduction of the set of rational
numbers. Cards are regrouped into the set of natural numbers and then
whole numbers. The terms integers and rational numbers are defined and
used to regroup numbers.

Have students work with a partner or in groups to complete Questions 1

through 3.

LESSON 3: What’s in a Name? • M4-35C

 Questions to ask
• What do you notice about the numbers Suzanne grouped together?
• What might Suzanne think about the numbers she
grouped together?
• Compare the numbers not in Suzanne’s group with the numbers in
the group. How are the groups different?
• What is common about the numbers Zane chose to omit from
his group?
• What title do you think Zane gave his group?
• Does Amelia’s sort meet the requirements of the sort instructions?
Explain.
• How would you write the numbers in Suzanne’s group as fractions?
Differentiation strategies
To assist all students, suggest they take notes as they work through
Questions 4 through 6.
• In the margin by Question 4, write the definitions of natural numbers
and whole numbers.
• Highlight the definition of integers.
• Highlight the definition of rational numbers.

Have a student read the statement before Question 4 aloud. Ask students
to work with a partner or in groups to complete Question 4. Share
responses as a class.
Differentiation strategies
• As students learn about the different number sets, they will create
a larger and larger pile of number cards until all of the cards are in
a single pile. This forming of groups is intended to reinforce that
number sets are nested, or are subsets of each other.
• Discuss the definitions of natural numbers and whole numbers by
first asking students if they know what kinds of numbers are natural
numbers and what kinds of numbers are whole numbers. This should
be prior knowledge. The set of natural numbers is the same as the set
of counting numbers. The set of whole numbers is the set of natural
numbers along with 0.
Questions to ask
• Does |2452| represent a natural number? A whole number?
• Does 2(29) represent a natural number? A whole number?
• How are natural numbers and whole numbers different?
• Which set of numbers is a subset of the other?
• How are your piles of natural numbers and whole numbers the same?
Different?

M4-35D • TOPIC 1: Signed Numbers

Have a student read the definition of integers aloud. Students should
highlight the definition of integers. Have students complete Question 5 with
a partner or in groups. Share responses as a class.
Questions to ask
• Does |2452| represent an integer?
• Does 25.78 represent an integer?
• Does 2452 represent an integer?
• Are negative whole numbers also integers?
• Are numbers written as decimals also integers?
• Are numbers written as fractions also integers?
• Are numbers written as percents also integers? What about 100%?
• How are integers and whole numbers different?
• How are your piles of integers and whole numbers the same?
Different?

Have a student read the definition of rational numbers aloud. Have

students complete Question 6 with a partner or in groups. Share responses as
a class.
Questions to ask
| |
215
• Does ____
16
represent a rational number?
• Does 25.78 represent a rational number?
• Does 0.25% represent a rational number?
• Are integers also rational numbers?
• Are numbers written as decimals also rational numbers?
• Are numbers written as fractions also rational numbers?
• Are numbers written as percents also rational numbers?
• How are integers and rational numbers different?
• How are your piles of integers and rational numbers the same? Different?
Misconception
Students sometimes confuse the common meaning of a word with
its mathematical meaning. In this case, students are familiar with the
definition of rational being reasonable. Connect the mathematical
definition of rational with ratio.
Differentiation strategy
To support all students in understanding the definition of rational
numbers, have them write all the numbers on the cards as rational
a
numbers in the form __ b
.

Discuss how the pile(s) changed as the students created the pile of natural
numbers, whole numbers, integers, and finally rational numbers.

LESSON 3: What’s in a Name? • M4-35E

 Questions to ask
• What happened to the previous pile of numbers when you created a
new pile?
• What do your piles mean about how the number sets are related to
each other?

Summary
Numbers can be classified into number sets using definitions.

Activity 3.2
Classifying Numbers

Facilitation Notes
In this activity, students use Number Set Bullseye to classify numbers into
the number sets defined in Activity 3.1. They also complete a table that
includes some descriptions and examples of the different sets of numbers.

In preparation for the lesson, create a Number Set Bullseye on the board or
on poster paper. Use note cards to create number cards. Copy the numbers
provided in Question 1. Have tape available to attach the numbers to
the bullseye.

Have a student read the information before Question 1 aloud. Make sure
that all students understand the meaning of subset.

Ask students to work with a partner or in groups to complete Question 1.

To play pin the number on the bullseye, distribute the number cards that
match the numbers in Question 1. Have students attach them one-by-one
to the bullseye. Allow the class to provide feedback. Have the class check
their answers and make corrections on the table in Question 1. Allow
students to create their own number cards and challenge their classmates.
Questions to ask
• How do you decide if a number is in the set of rational numbers?
Integers? Whole numbers? Natural numbers?
• What is the difference between the set of natural numbers and the
set of whole numbers?
• What is the difference between the set of whole numbers and the set
of integers?
• What is the difference between the set of integers and the set of
rational numbers?

M4-35F • TOPIC 1: Signed Numbers

 • What is an example of a number that is both a natural number and a
whole number?
• What is an example of a number that is both a whole number and
an integer?
• What is an example of a number that is both a natural number and
an integer?
• Are all natural numbers whole numbers or are all whole numbers
natural numbers?
• Are all integers whole numbers or are all whole numbers integers?
• Does the set of natural numbers contain the set of whole numbers?
• Does the set of whole numbers contain the set of natural numbers?
• Does the set of whole numbers contain the set of integers?
• Does the set of integers contain the set of whole numbers?
• Does the set of integers contain the set of rational numbers?
• Does the set of rational numbers contain the set of integers?

Have students complete Question 2 individually. Share responses as a class.

Encourage students to provide a wide range of examples for the

rational numbers.

Summary
Numbers can belong to more than one number set, and number sets can
be nested inside each other.

Activity 3.3
Density

Facilitation Notes
In this activity, students order and compare numbers. The Density Property
is introduced and used to identify a rational number between a pair of
rational numbers on a number line. Positive and negative decimals, whole
numbers, fractions and mixed numbers are located on the same
number line.

Have a student read the paragraph about the Density Property aloud.
Questions to ask
• Are the terms dense and density related? How?
• How is the word dense used in other situations?
• What does the term density mean in science?
• What does the term density mean in health? (bone density)
• What does a sign reading ‘Densely Populated Area Ahead’ mean?

LESSON 3: What’s in a Name? • M4-35G

 • What are rational numbers? How are they different from the other sets
of numbers?
• What is special about rational numbers that makes them dense?
• How did you informally learn about the density of rational numbers
when you learned about fractions in elementary school?
• How did you informally learn about the density of rational numbers
when you learned about decimals in elementary school?
• Why doesn’t the Density Property hold true for natural numbers?
• Why doesn’t the Density Property hold true for whole numbers?
• Why doesn’t the Density Property hold true for integers?

Have students work with a partner or in groups to complete Question 1.

Share responses as a class.
Differentiation strategies
• Assign groups of students to create Human Number Lines that
correspond to each part (a), (b), (c), (d). Students create the number
line with masking tape but need to fit all group members (and more!)
between the designated numbers. Students may decide to “zoom in”
their number lines more than what is provided in the text.
• If students work with a partner, have all pairs of students write their
numbers on the board for all 4 parts. Challenge the students to
generate numbers they don’t think their classmates will generate.
Questions to ask
1 1
• What is a rational number between 4__ 3
and 4__
2
?
• What is a rational number between 5.51 and 5.52?
• What is a rational number between 0.451 and 0.452?
• What is a rational number between 20.458 and 20.459?
• Is it possible for the absolute value of a number to be equal to zero?
• Which number is located furthest to the left on the number line?
• Which number is located furthest to the right on the number line?
• What strategy are you using to determine your answers?

Have students work with a partner to complete Questions 2 through 4. Share

responses as a class.
Differentiation strategy
Create teams of students. Each team needs a writing tool and a mini white
board, note card, or blank piece of paper. When the first problem is called,
give each team the same amount of time to write a number that meets the
criterion. At the same time, all teams hold up their numbers. Discuss the
results. The team with the number closest to 1, 0, 25, respectively, wins a point.
Repeat for each question and add additional questions.
Questions to ask
• What is a rational number between and ?
• How can you write a number even closer to ?
M4-35H • TOPIC 1: Signed Numbers
 • Why is your number closer to than your partner’s number?
• How long did it take you to develop a strategy for the game?
• Did you modify your strategy as you played the game? How?

Summary
Between any two rational numbers is an infinite number of rational numbers.

Talk the Talk: Do They Always Belong? DEMONSTRATE

Facilitation Notes
In this activity, students evaluate statements about the relationship between
different sets of numbers and explain their reasoning.

Have students complete Questions 1 through 6 individually. Share

responses as a class.
Questions to ask
• How do you decide if a number is in the set of rational numbers?
Integers? Whole numbers? Natural numbers?
• Are all rational numbers whole numbers or all whole numbers
rational numbers?
• Are all integers rational numbers or are all rational numbers integers?
• Are all integers whole numbers or are all whole numbers integers?

As students work, look for students who are confused about the nesting
of the sets of numbers. Direct them to the Number Set Bullseye and to the
definitions of the sets of numbers.

Summary
Numbers can belong to more than one number set, and number sets can
be nested inside each other.

LESSON 3: What’s in a Name? • M4-35I

 Warm Up Answers
3
a. 0.3 5 ___
10
14
b. 2.8 5 ___
5

3
3
__ 3
c. 4
% 5 ____
400

What’s in 53
d. 212% 5 ___
25

a Name?
Rational Number System

WARM UP LEARNING GOALS

Represent each decimal • Classify numbers according to their number systems.
or percent as a fraction in • Apply and extend an understanding of whole numbers
lowest terms. and integers to the system of rational numbers.
• Understand ordering of rational numbers.
a. 0.3
KEY TERMS
b. 2.8 • integers
• ellipsis
3
c. __
4
% • rational numbers
• Density Property
d. 212%

You use many different types of numbers in math class and in the world, including whole
numbers, fractions, and decimals, both positive and negative. How can you organize and
classify different types of numbers?

LESSON 3: What’s in a Name? • M4-35

C01_SE_M04_T01_L03.indd 35 3/29/17 11:25 AM

LESSON 3: What’s in a Name? • M4-35

Answers
Students may sort the cards
into a variety of categories: Getting Started
positive versus negative,
integers and non-integers,
opposites, numbers with the
Sort It Out!
same absolute value, numbers Cut out the cards found at the end of the lesson. Then, analyze and
with the same value, odd and sort the numbers into different groups. You may group them in any
even numbers. way you feel is appropriate, but you must sort the numbers into more
than one group.

1. For each of your groups,

• create a title that fits the numbers in that group.

• list the numbers included.
• write a rationale for why you group those
particular numbers.

2. Compare your sort with your classmates’ sorts. Create a list of

the different ways your class grouped the numbers.

M4-36 • TOPIC 1: Signed Numbers

C01_SE_M04_T01_L03.indd 36 3/29/17 11:25 AM

M4-36 • TOPIC 1: Signed Numbers

 Answers
1. The numbers are all
integers.
AC T I V I T Y
NOTES
3.1 Analyzing Number Sorts 2. Zane included only
numbers that represented
positive values, or whole
numbers.
1. Suzanne grouped these numbers together. Why do you think
she put these numbers in the same group? Sample answers.

0, 2452, 9, 24, |23|, 23, 2(29), |2452|

3a. She may think only
numbers written as
fractions, percents, and
decimals can be written as
fractions. 0, 2452, 24, 9,
23, |23|, 2(29), |2452|
3b. Justine is correct. All
2. Zane had a group similar to Suzanne’s but he did not include numbers in the sort can
2452 and 23. Why do think Zane omitted these numbers be written as fractions.
from his group? All integers can be
written as fractions with a
denominator of 1.

3. Amelia said that she created two groups: Group 1 contains

all the numbers that can be written as fractions and Group 2
contains all the numbers that cannot be written as fractions.
Analyze Amelia’s sorting idea.

a. Which numbers do you think Amelia placed in Group 2?

b. Justine is not sure about Amelia’s sort. She thinks that

all of the numbers can be written as fractions. Is Justine
correct? Explain why or why not.

LESSON 3: What’s in a Name? • M4-37

C01_SE_M04_T01_L03.indd 37 3/29/17 11:25 AM

LESSON 3: What’s in a Name? • M4-37

Answers
Students should end up with a
You have used different sets of numbers, including the set of natural,
pile of the whole numbers that or counting, numbers and the set of whole numbers.
includes the natural numbers.
4. Identify the numbers from the sort that are in each set.
4a. 24, 9, |23|, 2(29), |2452|
4b. 0, 24, 9, |23|, 2(29), a. natural numbers
|2452|
5. Students should have
1 pile that includes all the b. whole numbers
whole numbers plus the
newly added numbers that
are in the set of integers.
2452, 23, 0, 24, 9, |23|, Throughout this topic, you have been learning about the set of
2(29), |2452| Notice the
three periods integers. Integers are the set of whole numbers with their opposites.
The integers can be represented by the set
6. All of the numbers should before and
after specific {..., 23, 22, 21, 0, 1, 2, 3, …}.
be included in this list and
in this pile. numbers in
5. Identify the numbers from the sort that are included in the set
the set. These
of integers.
three periods
are called an
ellipsis, and
they are used
to represent
infinity in a
number set.
You have also worked with rational numbers throughout this year.
a
Rational numbers are the set of numbers that can be written as __
b
,
where a and b are integers and b Þ 0.

6. Identify the numbers from the sort that are included in the set
of rational numbers.

M4-38 • TOPIC 1: Signed Numbers

C01_SE_M04_T01_L03.indd 38 3/29/17 11:25 AM

M4-38 • TOPIC 1: Signed Numbers

 Answers
During the activity, students
AC T I V I T Y
should pin each number inside
Classifying Numbers the ring of the bullseye that
3.2 is the most inclusive number
system in which the number
belongs.
There are many ways you can classify numbers. As you saw in the
previous activity, many of the classifications are subsets of other 1.
classifications. The diagram shows the different sets of numbers you
Natural Whole Rational
have encountered in your mathematical experiences. Integer
Rational Number Number Number

Natural numbers are a subset of whole numbers. Integers X X X X

Whole

Whole numbers are a subset of integers. X

Natural
X X X
Integers are a subset of rational numbers.
X
Pin the number on the bullseye! Your teacher will direct
students to pin (or tape) a number card to its correct
X
location in the diagram of the rational number set.

1. For each value, check all X X X X

Natural Whole Rational
of the number sets to Number Integer
Number Number Number
which it belongs. X X
3
X
3.222
X
0

24.5 X X
3
2__
5

54

25
23
___
3

0.667

21,364,698

LESSON 3: What’s in a Name? • M4-39

C01_SE_M04_T01_L03.indd 39 3/29/17 11:25 AM

ELL Tip
Have English Language Learners take turns speaking and listening to another
student speak about whole, natural, integer, and rational numbers. The
student speaking gives an example and a non-example for each system, and
shares his or her opinion about whether the name of the system makes sense.

LESSON 3: What’s in a Name? • M4-39

Answers
2. Sample answers.
2. Complete the table with the missing examples and descriptions.
Whole Rational
Integers
Numbers Numbers Natural Rational
Whole Numbers Integers
0, 1, 2, 1
__ Numbers Numbers
2 , 0.35, 5
3, ... …, 23, 22, 21, 0,
Examples 1, 2, 3, ...
1, 2, 3, ...
Whole Numbers Counting Natural
numbers that can Description
numbers numbers and 0
with their be written
a
__
opposites as b ,
where a
and
b are
integers
and
AC T I V I T Y
b? 0 Density
3.3

The Density Property states that between any two rational

numbers there is another rational number. The property is not true
for natural numbers, whole numbers, or integers. For example, there
is no integer between 25 and 26. There is no whole number or
Answers natural number between 12 and 13.

Sample answers. 1. Plot the given rational numbers. Then plot and label a rational
1a. number between each pair of rational numbers.
4 12 1
a. 4__
3
2
and 4__
3
3 31 32 4 41 42 5 51 52 6
3 3 3 3 3 3 3 1 2 4 1 2 5 1
3 3 4 4 5 52 6
3 3 3 3 3 3
1b.
5.55 b. 5.5 and 5.6
5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 6
5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 6
1c.
0.451 c. 0.45 and 0.46
0.4 0.42 0.44 0.46 0.48 0.5
0.4 0.42 0.44 0.46 0.48 0.5
1d.
–0.458 d. 20.45 and 20.46
–0.5 –0.48 –0.46 –0.44 –0.42 –0.4
–0.5 –0.48 –0.46 –0.44 –0.42 –0.4

M4-40 • TOPIC 1: Signed Numbers

C01_SE_M04_T01_L03.indd 40 3/29/17 11:25 AM

M4-40 • TOPIC 1: Signed Numbers

 Answers
Answers will vary based on
Complete each rational number line with a partner.
students’ choices of numbers.
2. Create a number line from 0 to 1. Your goal is to plot and 2. The goal is for students to
label a rational number closer to 1 than your partner.
determine rational numbers
between 0 and 1 but closer
9999
to 1. For example, _____
10,000
or
Partner 1: Plot a rational number, A, between 0 and 1 that is
0.9999.
close to 1. 3. The goal is for students to
determine negative rational
Partner 2: Plot a rational number, B, between A and 1. numbers close to 0. For
1
example, 2 _____
10,000
.
Repeat at least 2 more times.
4. The goal is for students to
3. Create a number line from 21 to 0. Your goal is to plot and determine rational numbers
label a rational number closer to 0 than your partner. between 26 and 25 but
closer to 25. For example,
25.000001.

Partner 1: Plot a rational number, A, between 21 and 0 that is

close to 0.

Partner 2: Plot a rational number, B, between A and 0.

Repeat at least 2 more times.

4. Create a number line from 26 to 25. Your goal is to plot and

label a rational number closer to 25 than your partner.

Partner 1: Plot a rational number, A, between 26 and 25 that

is close to 25.

Partner 2: Plot a rational number, B, between A and 25.

Repeat at least 2 more times.

LESSON 3: What’s in a Name? • M4-41

C01_SE_M04_T01_L03.indd 41 3/29/17 11:25 AM

LESSON 3: What’s in a Name? • M4-41

Answers
1. True. All whole numbers
can be written with a NOTES
denominator of 1, they are TALK the TALK
all rational numbers by
definition. Do They Always Belong?
2. False. Rational numbers
2
include numbers, such as __ 3
, Determine if each statement is true or false. Justify your answer
using definitions and/or examples.
which are not in the set of
whole numbers.
3. False. Rational numbers 1. True False All whole numbers are rational numbers.
2
include numbers, such as __ 3
,
which are not in the set of
integers.
2. True False All rational numbers are whole numbers.
4. True. All integers can be
written with a denominator
of 1, they are all rational
numbers by definition.
5. True. The integers, by 3. True False All rational numbers are integers.
definition, include all
whole numbers and their
opposites, so all whole
numbers are integers.
4. True False All integers are rational numbers.
6. False. Integers include
the opposites of whole
numbers and those
opposites are not whole
numbers. 5. True False All whole numbers are integers.

6. True False All integers are whole numbers.

M4-42 • TOPIC 1: Signed Numbers

C01_SE_M04_T01_L03.indd 42 3/29/17 11:25 AM

M4-42 • TOPIC 1: Signed Numbers

 15 3
0 25.78 2 ___
16
__
4
% 2452

1 6 6
__
2
24 9 __
7
2__
7

1
20.5 0.5 2__ 2.5% 5.78
2

2 1
23 |23| 2__ _____
1000
0.001
3

26.41 |6.41| 2(29) |2452| 20.3

225% 1
6 __
4
25% 0.25% |____
16 |
215

✂
LESSON 3: What’s in a Name? • M4-43

C01_SE_M04_T01_L03.indd 43 3/29/17 11:25 AM

LESSON 3: What’s in a Name? • M4-43

 C01_SE_M04_T01_L03.indd 44 3/29/17 11:25 AM

M4-44 • TOPIC 1: Signed Numbers

 Assignment Answers
Write
Assignment Answers will vary.

Write Remember Practice

Define each term in your Rational numbers include all numbers that can be written in the 1a. Rational numbers
a
own words. form __, where a and b are integers and b is not zero.
b 1b. Rational numbers, integers
1. The set of rational numbers 1c. Rational numbers,
2. The Density Property integers, whole numbers,
natural numbers
1d. Rational numbers, integers
Practice 1e. Rational numbers
1. Write all the sets of numbers to which each 2. Nadine collects data about some animals.
value belongs. Determine a rational number between each pair
1
2. Answers will vary. Check
a. The tundra covers about __ of Earth’s surface. of rational numbers. Plot all three numbers on a
5 students' number lines.
b. The average annual temperature is 2188 number line.
Fahrenheit. a. A mole’s runway is between 23 and 212
Examples provided.
c. There are 48 varieties of land mammals found inches in the ground. 2a. 23.75
in the tundra region. 1
2b. 1__
8
d. The permafrost is a layer of frozen soil that is –12 –9 –6 –3 0

located below Earth’s surface at 21476 feet. 3

b. The musky rat kangaroo weighs between __
4
2c. 20.325
3
e. During the summer months, the low and __
2
pound.
temperature averages about 37.48 F.
0 1 2

c. The percent of change of the Alaskan

polar bear population in the past year was
between 20.33 and 20.32.

–0.4 –0.3

LESSON 3: What’s in a Name? • M4-45

C01_SE_M04_T01_L03.indd 45 3/29/17 11:25 AM

LESSON 3: What’s in a Name? • M4-45

Assignment Answers
Stretch
Answers will vary.

Review
Stretch
1a. |210| 1|40| 5 50; the Are there more integers or more natural numbers? Even though there are infinitely many of both, it seems
temperature changed by like there should be more integers than natural numbers. But, actually, there are just as many integers as
50°. there are natural numbers!

1b. |230| 1 |200| 5 230; you

If you can show how to assign an integer to every natural number, you will demonstrate that the two sets of
have hiked 230 feet. you numbers are equal. How do you think this can be done?
have hiked 230 feet.

2.
m w Review
1. Write an absolute value expression to calculate the answer to each question.
27.6 3 a. The temperature at 9:00 A.M. was 408. The temperature at 2:00 P.M. was 2108. What was the
change in temperature?
46 5 b. You began your hike at 30 feet below sea level. You are now at 200 feet. How far have you hiked?

m
74.52 8.1 2. Complete the table for the equation w 5 ___
9.2
.

92 10 m w

27.6
128.8 14
5

3a, 3b, 3c. 74.52

y 92
2 4
5 (4 5 , 5 5 ) 14
(2, 4)
3. Plot each ordered pair on a coordinate plane.

(5.5, 1.75) a. (2, 4)

b. (5.5, 1.75)
x 2 __
c. (4__ , 54)
–5 0 5 5 5

–5

M4-46 • TOPIC 1: Signed Numbers

C01_SE_M04_T01_L03.indd 46 3/29/17 11:25 AM

M4-46 • TOPIC 1: Signed Numbers