| 6.NS.C. Apply and extend previous understandings of numbers to the system of rational numbers. 6.NS.C.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. 6.NS.C.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 6.NS.C.6a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. 6.NS.C.6b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. 6.NS.C.6c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 6.NS.C.7. Understand ordering and absolute value of rational numbers. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °C. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. 6.NS.C.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 first coordinate or the same second coordinate. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: - SMP1 - Make sense of problems and persevere in solving them
- SMP2 - Reason abstractly and quantitatively
- SMP3 - Construct viable arguments and critique the reasoning of others
- SMP4 - Model with Mathematics
- SMP5 - Use appropriate tools strategically
- SMP6 - Attend to precision
- SMP7 - Look for and make use of structure
- SMP8 - Look for and express regularity in reasoning
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| Fourth Grade - Compare and order fractions
- Compare and order decimals to hundredths place
Fifth Grade - Compare and order decimals to the thousandths place
- Generate numerical patterns, identify the relationship, and form ordered pairs
- Graph ordered pairs in the first quadrant of the coordinate plane
| Seventh Grade - Use and justify rules of addition, subtraction,multiplication, and division of integers
- Find absolute values of integers
- Add, subtract, multiply, and divide integers
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| positive numbers, negative numbers, opposites, integers, absolute value, coordinate plane, origin, quadrants, thermometer, number line, order, least, greatest, mixed numbers/fractions, decimals, liftoff/takeoff, time differences, burrow, pitch, tuner, cents, equivalent, meters, sea level, vessel, ordered pairs, X-coordinate/x-axis, y-coordinate/y-axis, distance |
