CCSS 6.NS.C.5–7

Submarine Architect — Integers & the Number Line

What to do: Dive the submarine, place points, and compare integers. Type or pick each answer. Then press Check My Work at the bottom.

Learning Targets

Standard: 6.NS.C.5, 6.NS.C.6, 6.NS.C.7 Time: ~35–45 min Materials: This activity, pencil
Teacher Notes (collapse for students)

Pacing

Plan 5 minutes for the vocabulary warm-up, 20–25 minutes for questions 1–7, and 5–10 minutes for the reflection. The submarine drag is the hook — give students a moment to explore before moving on.

Grouping

Works well individually or in pairs. Pairs are effective for Q5–Q6 (comparing/ordering) so students verbalize reasoning.

Differentiation — Support

  • Provide a printed integer number line (−10 to 10) as a visual scaffold.
  • For Q6 (ordering), allow students to write each number on a sticky note and physically arrange them.
  • Chunking: assign Q1–Q4 first, debrief, then Q5–Q7.

Differentiation — Challenge

  • Ask: "What integer represents a gain of $15 and a loss of $8? What is the net result?"
  • Extension: Order six integers including fractions like −2.5 and discuss where they belong.

ESOL / Language Supports

  • Review the vocabulary box (integer, opposite, absolute value) in the student's home language if possible.
  • Use the submarine visual to anchor "above/below sea level" as a concrete model for positive/negative.
  • Accept equivalent expressions (e.g., "negative 7" written as "−7") and discuss notation.
Integer = a whole number that can be positive, negative, or 0 (like −3, 0, 5).   Opposite = same distance from 0, other side (opposite of 4 is −4).   Absolute value |n| = distance from 0, always 0 or more (|−7| = 7).   On a number line, numbers get bigger as you go up / right.
Progress: 0 of 7 answered

Dive the submarine to −4

0 is sea level. Drag the submarine, or click it and press the Up / Down arrow keys. Stop at −4. The readout shows your depth.

🛥️
Submarine depth: 0

What is the opposite of 7?

The opposite is the same distance from 0, on the other side. Type the number.

Find the absolute value |−9|

Absolute value is the distance from 0. Distance is never negative.

What integer is the dot on?

Read the number line. The dot is on one mark. Type that integer.

Compare: −2 ___ −8

Pick the right sign. On a number line, the number farther right (or up) is bigger.

−2 −8

Order from least to greatest

Put these integers in order, smallest first: 3, −5, 0, −1. Type them with commas, like: −5, −1, 0, 3.

Use an integer for the depth

A diver is 30 meters below sea level. Below sea level is negative. Type the integer for this depth.

meters

Scoring Rubric

Score (out of 7) Level Description
6–7 Exceeding Correctly places integers on the number line, finds opposites and absolute values, compares and orders integers, and interprets negative integers in context with no significant errors.
4–5 Meeting Demonstrates understanding of positive and negative integers; may have one error in comparison or ordering. Connects integers to real-world context.
2–3 Approaching Understands what integers are but makes consistent errors in direction (e.g., confuses "farther left = greater") or with absolute value sign. Needs guided practice.
0–1 Beginning Difficulty placing integers on a number line or interpreting negative values. Requires direct instruction with concrete number-line tools.
Answer Key (Teacher Use Only)
  1. Q1 — Submarine depth: −4. Students must drag or click the submarine to position −4 on the vertical number line.
  2. Q2 — Opposite of 7: −7. Reflection across 0 on the number line; same distance, opposite direction.
  3. Q3 — Absolute value |−9|: 9. Distance from 0 is always non-negative; |−9| = 9.
  4. Q4 — Read the dot: −3. The dot is placed at x = 122 px. Tick formula: x = 30 + (n+5)×46, so n = (122−30)/46 − 5 = 2 − 5 = −3.
  5. Q5 — Compare −2 ___ −8: > (greater than). On the number line −2 is to the right of −8, so −2 > −8.
  6. Q6 — Order 3, −5, 0, −1: −5, −1, 0, 3. Ascending order from left to right on a number line.
  7. Q7 — 30 meters below sea level: −30. Below sea level is negative; "30 meters below" → −30.

Reflection

Deliverable: Complete all 7 questions and the reflection below. Press Check My Work to save your score. Your teacher will collect your score and this reflection.