6.NOS.C: Apply and extend previous understanding of numbers to the system of rational numbers.

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

6.NOS.C.5Use understanding of rational numbers as positive and negative numbers 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 rational numbers to represent quantities in context and explain the meaning of 0 in each situation.6.NOS.C.6Represent a rational number as a point on vertical or horizontal number lines. Represent points on a number line with negative numbers. a. Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers, and by rounding. b. Locate and interpret the positions of rational numbers on a number line. c. Recognize and locate opposite signs of rational numbers as indicating locations on opposite sides of 0 on the number line.6.NOS.C.7Intersect perpendicular number lines at the point (0,0) as the x-axis and y-axis to introduce the four quadrants of the Coordinate Plane. Represent points on the plane with positive and negative coordinates. a. Use understanding of the relationship between signs and value of coordinates in ordered pairs to reason about the location of an ordered pair without plotting. b. Locate and interpret the positions of rational numbers on the Coordinate Plane, including how changes in the signs of ordered pairs reflect their location into different quadrants.6.NOS.C.8Order and identify the absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line (e.g., interpret −3 > −7 as a statement that –3 is located to the right of –7 on a horizontal number line). b. Write, interpret, and explain statements of order for rational numbers in context (e.g., write −3℃ > −7℃ to express the fact that −3℃ is warmer than −7℃). c. Use understanding of the absolute value of a rational number as its distance from 0 on the number line to interpret absolute value as magnitude for a positive or negative quantity in context (e.g., for an account balance of –30 dollars, write to describe the size of the debt in dollars).6.NOS.C.9Solve problems in context by graphing points (with the same first coordinate or the same second coordinate) in all four quadrants of the Coordinate Plane. a. Explain that points with the same x-coordinate or y-coordinate are located on same vertical or horizontal line respectively. b. Use absolute value to calculate length of vertical and horizontal lines on Coordinate Plane.

1-on-1 AI tutoring aligned to 6.NOS.C. Instant help for students, real-time insights for teachers.

Used in classrooms by 100,000+ students at Baltimore County, Plano ISD, Deer Valley USD, KIPP, and districts nationwide.

Free for teachers, forever →