Classroom Resources (3) |

View Standards
**Standard(s): **
[MA2015] (6) 9 :

[MA2019] (6) 10 :

9 ) 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-NS6]

a. 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-NS6a]

b. 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-NS6b]

c. 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-NS6c]

[MA2019] (6) 10 :

10. Locate integers and other rational numbers on a horizontal or vertical line diagram.

a. Define *opposites* as numbers located on opposite sides of 0 and the same distance from 0 on a number line.

b. Use rational numbers in real-world and mathematical situations, explaining the meaning of 0 in each situation.

Module 3, Topic A focuses on the development of the number line in the opposite direction (to the left or below zero). Students use positive integers to locate negative integers, understanding that a number and its opposite will be on opposite sides of zero and that both lie the same distance from zero. Students represent the opposite of a positive number as a negative number and vice-versa. Students realize that zero is its own opposite and that the opposite of a number is actually the number itself (6.NS.C.6a). They use positive and negative numbers to represent real-world quantities such as -50 to represent a $50 debt or 50 to represent a $50 deposit into a savings account (6.NS.C.5). Topic A concludes with students furthering their understanding of signed numbers to include the rational numbers. Students recognize that finding the opposite of any rational number is the same as finding an integer’s opposite (6.NS.C.6c) and that two rational numbers that lie on the same side of zero will have the same sign, while those that lie on opposites sides of zero will have opposite signs.

View Standards
**Standard(s): **
[MA2015] (6) 9 :

[MA2019] (6) 12 :

9 ) 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-NS6]

a. 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-NS6a]

b. 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-NS6b]

c. 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-NS6c]

[MA2019] (6) 12 :

12. Explain the meaning of absolute value and determine the absolute value of rational numbers in real-world contexts.

In Module 3, Topic B, students apply their understanding of a rational number’s position on the number line (6.NS.C.6c) to order rational numbers. Students understand that when using a conventional horizontal number line, the numbers increase as you move along the line to the right and decrease as you move to the left. They recognize that if a and b are rational numbers and a < b, then it must be true that -a > -b. Students compare rational numbers using inequality symbols and words to state the relationship between two or more rational numbers. They describe the relationship between rational numbers in real-world situations and with respect to numbers’ positions on the number line (6.NS.C.7a, 6.NS.C.7b). For instance, students explain that -10° F is warmer than -11º F because -10 is to the right (or above) -11 on a number line and write -10° F > -11º F. Students use the concept of absolute value and its notation to show a number’s distance from zero on the number line and recognize that opposite numbers have the same absolute value (6.NS.C.7c). In a real-world scenario, students interpret absolute value as magnitude for a positive or negative quantity. They apply their understanding of order and absolute value to determine that, for instance, a checking account balance that is less than -25 dollars represents a debt of more than $25 (6.NS.C.7d).

View Standards
**Standard(s): **
[MA2015] (6) 9 :

[MA2019] (6) 11 :

9 ) 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-NS6]

a. 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-NS6a]

b. 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-NS6b]

c. 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-NS6c]

[MA2019] (6) 11 :

11. Find the position of pairs of integers and other rational numbers on the coordinate plane.

a. Identify quadrant locations of ordered pairs on the coordinate plane based on the signs of the *x* and *y* coordinates.

b. Identify (*a,b*) and (*a,-b*) as reflections across the *x*-axis.

c. Identify (*a,b*) and (-*a,b*) as reflections across the* y*-axis.

d. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane, including finding distances between points with the same first or second coordinate.

In Module 3, Topic C, students extend their understanding of the ordering of rational numbers in one dimension (on a number line) to the two-dimensional space of the coordinate plane. They construct the plane’s vertical and horizontal axes, discovering the relationship between the four quadrants and the signs of the coordinates of points that lie in each quadrant (6.NS.C.6b, 6.NS.C.6c). Students build upon their foundational understanding from 5th Grade (5.G.1, 5.G.2) of plotting points in the first quadrant and transition to locating points in all four quadrants. Students apply the concept of absolute value to find the distance between points located on vertical or horizontal lines and solve real-world problems related to distance, segments, and shapes (6.NS.C.8).