Download 6th Grade – Day 1

The First Ten Days – 7th Grade MEAP Review
Day 1
Focus:
Represent rational numbers as fractions or decimals
N.ME.06.05
N.ME.06.06
N.ME.06.07
Understand Rational Numbers and their location on the Number Line
N.ME.06.17
N.ME.06.18
N.ME.06.19
N.ME.06.20
Vocabulary:
absolute value, additive inverse, compute, decimals, denominator, fractions, integers, negative,
negative fraction, number line, numerator, positive, quotient, rational numbers, sign, sum,
terminating decimals.
Connection: Over the next few weeks we are going to explore concepts from 6th grade math so you
can feel confident answering questions on the Math MEAP test. We know that students, who are
better prepared, perform better on the test. To be better prepared, we will begin by reviewing
fractions and decimals by putting them in order from least to greatest. Then we will discuss opposite
numbers (additive inverses) and absolute value.
Active Engagement 1:
Split your class into two equal groups. Hand out a set of cards to each group and instruct the students
to take one card. The objective of the activity is for each group to get the cards in order from least to
greatest. As a team, it is up to the students to decide what is the best way to get the rational numbers
in order (i.e. convert all to decimals). Each team has the same set of cards so have them line up not
facing each other. When the groups are finished have them turn around to face each other and
compare their results.
Teaching Point 1:
Take time now to discuss what methods were used and which of these were the most useful. Be sure
to review how to convert fractions to decimals, order rational numbers on a number line, and that a
fraction represents division of two integers. Then model how negative fractions can be rewritten:
-2 divided by 5 NOT -2 divided by -5
Have students read these fractions out loud.
Active Engagement 2:
Use the same groups as before and repeat the activity with the second set of cards. Remember each
team has the same set of cards so have them line up not facing each other. When the groups are
finished have them turn around to face each other and compare their results. Using the teacher set of
cards ask both groups where the cards would go in their number line. Give each group some time to
figure it out then see if the two groups agree.
Teaching Point 2:
Additive Inverses
Definition of Additive Inverses
 The Additive Inverse of a number is the opposite of the number.
 A number and its opposite add up to give zero.
They are called additive inverses of each other.
Examples of Additive Inverses
 The additive inverse of 7 is - 7.
7 + (- 7) = 0
 The additive inverse of - 2 is 2.
-2+2=0
Solved Example on Additive Inverses
Which of the following is the additive inverse of the sum of 5 and 8?
Choices:
A. - 13
B. - 5
C. - 8
D. - 3
Correct Answer: A
Solution:
Step 1: The sum of 5 and 8 is 13.
Step 2: The additive inverse of 13 is - 13.
Let's look at the number line:
The absolute value of x, denoted "| x |" (and which is read as "the absolute value of x"), is the
distance of x from zero. This is why absolute value is never negative; absolute value only asks "how
far?", not "in which direction?". This means not only that | 3 | = 3, because 3 is three units to the
right of zero, but also that | –3 | = 3, because –3 is three units to the left of zero.
It is important to note that the absolute value bars do NOT work in the same way as do parentheses.
Whereas –(–3) = +3, this is NOT how it works for absolute value:

Simplify –| –3 |.
Given –| –3 |, I first handle the absolute value part, taking the positive and converting the
absolute value bars to parentheses:
–| –3 | = –(+3)
Now I can take the negative through the parentheses:
–| –3 | = –(3) = –3
Active Engagement 3:
Use the set of cards from the previous active engagements to practice additive inverse and absolute
value. For example:
additive inverse: -0.125 + 1/8 = 0
absolute value:
|-0.125| = 0.125
Do additional practice using MEAP released items (see below) or online practice.
Online Practice:
http://www.ixl.com/math/practice/grade-6-compare-fractions-with-like-and-unlike-denominators
http://www.ixl.com/math/practice/grade-6-convert-between-decimals-and-fractions-or-mixednumbers
http://www.ixl.com/math/practice/grade-6-understanding-fractions-word-problems
http://www.visualfractions.com/Games.htm
http://www.ixl.com/math/practice/grade-6-absolute-value-of-rational-numbers
1.6
-4
0.5
SECOND SET!!!!!!!
TEACHERS!!!
Day 1 – MEAP Released Items
Day 1 - 7th Grade First Ten Days
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. Which is a correct graph of the number -5?
a.
b.
c.
d.
____
2. Which best represents the location of point A?
a.
b.
c.
d.
____
3. Which decimal number is equivalent to
a.
b.
c.
d.
____
0.003
0.032
0.302
0.320
4. Which fraction is equivalent to 0.875?
a.
b.
?
c.
d.
____
5. Which of the following is equivalent to ?
a.
b.
c.
d.
____
6. Which statement is equivalent to the fraction
a.
b.
c.
d.
____
0.375
0.380
2.667
3.800
?
-2 divided by 7
-2 divided by -7
-7 divided by 2
-7 divided by -2
7. Which is equivalent to -9 divided by 2?
a. -18
b.
c.
d. 18
____
8. What is the value of
a. -6.42
b. 0
c. 3.21
d. 6.24
____
9. Which point appears to be at -4.1 on the number line?
a.
b.
c.
d.
?
Point A
Point B
Point C
Point D
____ 10. Which two points on the number line appear to have values that have a sum of zero?
a. Point L and Point P
b. Point N and Point Q
c. Point N and Point S
d. Point P and Point Q
____ 11. Which best represents the location of point Q?
a.
b.
c. -3
d. -4
____ 12. Which point appears to be located at
a.
b.
c.
d.
on the number line below?
A
B
C
D
____ 13. Which point on the number line best represents a value of 1 more than -8?
a.
b.
c.
d.
P
Q
R
S
____ 14. Which of the following is NOT a rational number?
a.
b. -27
c.
d.
____ 15. Which of the following sets contains a negative integer?
a.
{0, , 1.5, 2}
b. {-1, 0, 2, 3}
c.
{ , 0, , 0.99}
d. {-1.9, -1.5, -0.99, 0}
____ 16. Which of the following is an integer?
a. 0
b.
c.
d. 0.25
____ 17. Which of the following is neither negative nor positive?
a. -1
b. 0
c.
d. 1
____ 18. What is the value of
a. -8
b.
c.
d. 8
?
Day 1 - 7th Grade First Ten Days
Answer Section
MULTIPLE CHOICE
1. ANS:
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18. ANS:
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B
N.ME.06.05
C
N.ME.06.05
B
N.ME.06.06
D
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A
N.ME.06.06
C
N.ME.06.07
B
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B
N.ME.06.17
C
N.ME.06.17
B
N.ME.06.17
C
N.ME.06.17
B
N.ME.06.17
A
N.ME.06.17
A
N.ME.06.18
B
N.ME.06.19
A
N.ME.06.19
B
N.ME.06.19
D
N.ME.06.20
OBJ: Order rational numbers and place on the number line
OBJ: Order rational numbers and place on the number line
OBJ: Show rationals as fractions or terminating decimals
OBJ: Show rationals as fractions or terminating decimals
OBJ: Show rationals as fractions or terminative decimals
OBJ: Understand fractions as a quotient of two integers
OBJ: Understand fractions as a quotient of two integers
OBJ: Locate negative rational numbers on number line
OBJ: Locate negative rational numbers on a number line
OBJ: Locate negative rational numbers on a number line
OBJ: Locate negative rational numbers on number line
OBJ: Locate negative rational numbers on number line
OBJ: Locate negative rational numbers on number line
OBJ: Understand that rationals are quotients of integers
OBJ: Understand that 0 is neither negative nor positive
OBJ: Understand that 0 is neither negative nor positive
OBJ: Understand that 0 is neither negative nor positive
OBJ: Know the absolute value of a number