Teching the Core Curriculum Content Standards
Grade 6 Math  The Number System
Standards: 6.NS.58
STRAND

STANDARD

CPI: SKILLS

RESOURCES

The Number System

The goal 
Student will apply and extend
previous understandings of multiplication and division to divide fractions by
fractions, multiply and divide multidigit numbers and find common factors
and multiples, and apply and extend previous understandings of
numbers to the system of rational numbers.

More specifically students use the
meaning of fractions, the meanings of multiplication and division, and the
relationship between multiplication and division to understand and explain
why the procedures for dividing fractions make sense. Students use these
operations to solve problems. Students extend their previous understandings
of number and the ordering of numbers to the full system of rational numbers,
which includes negative rational numbers, and in particular negative
integers. They reason about the order and absolute value of rational numbers
and about the location of points in all four quadrants of the coordinate
plane.


Apply and extend
previous
understandings of numbers to the system of rational numbers.



6.NS.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 realworld contexts, explaining the meaning of 0 in each
situation.


6.NS.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.

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.


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.


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.7
 Understand ordering and absolute value of rational numbers.

Interpret statements
of inequality as statements about the relative position of two numbers on a
number line diagram. 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.



Write, interpret,
and explain statements of order for rational numbers in realworld contexts.
For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer
than –7 oC.


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 realworld situation. For example, for an account balance of
–30 dollars, write –30 = 30 to describe the size of the debt in dollars.


Distinguish
comparisons of absolute value from statements about order. For example,
recognize that an account balance less than –30 dollars represents a debt
greater than 30 dollars.


6.NS.8 
Solve realworld 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.

Scatterplots and
Trends: Hidden
Craft
Bar Graphs and
Interpreting Data: Interpreting Data

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