Standards Map

Mathematics > Grade 6 > The Number System
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Mathematics | Grade : 6

Domain - The Number System

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

[6.NS.C.6.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.

Resources:


  • Coordinate plane
    A plane in which a point is represented using two coordinates that determine the precise location of the point. In the Cartesian plane, two perpendicular number lines are used to determine the locations of points. In the polar coordinate plane, points are determined by their distance along a ray through that point and the origin, and the angle that ray makes with a pre- determined horizontal axis.
  • Integer
    All positive and negative whole numbers, including zero.
  • Number line diagram
    A diagram of the number line used to represent numbers and support reasoning about them. In a number line diagram for measurement quantities, the interval from 0 to 1 on the diagram represents the unit of measure for the quantity.
  • Rational number
    A number expressible in the form a∕b or – a∕b for some fraction a∕b. The rational numbers include the integers.

Predecessor Standards:

  • 5.G.A.1
    Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • 6.NS.C.7.a
    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.
  • 6.NS.C.7.b
    Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7°C.
  • 6.EE.B.8
    Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical prob-lem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such in-equalities on number line diagrams.