Curriculum / Math / 6th Grade / Unit 4: Rational Numbers / Lesson 7
Math
Unit 4
6th Grade
Lesson 7 of 13
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Compare and interpret the order of rational numbers for real-word contexts.
The core standards covered in this lesson
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.
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.
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Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
The Navy Seals are practicing new techniques with two submarines. A blue submarine is 425 feet below sea level, while a red submarine is 375 feet below sea level.
Which number line represents the situation? Which point represents each color submarine? Justify your response.
Grade 6 Mathematics > Module 3 > Topic B > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
The record low temperatures for a town in Maine are $$-20$$°F for January and $$-19$$°F for February. Order the numbers from least to greatest.
Grade 6 Mathematics > Module 3 > Topic B > Lesson 7 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
The account balances of four bank customers are shown below.
a. Order the account balances from least to greatest.
b. Who has the greater account balance: Olivia or Leonard? Explain your reasoning.
A set of suggested resources or problem types that teachers can turn into a problem set
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The number line below shows the elevations, in meters, of two different sea animals in the ocean.
a. Order the elevations of the sea animals from least to greatest.
b. A third sea animal, C, is located at an elevation that is greater than sea animal A. Name a possible elevation for sea animal C.
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
Lesson 6
Lesson 8
Topic A: Understanding Positive and Negative Rational Numbers
Extend the number line to include negative numbers. Define integers.
6.NS.C.6 6.NS.C.6.C
Use positive and negative numbers to represent real-world contexts, including money and temperature.
6.NS.C.5
Use positive and negative numbers to represent real-world contexts, including elevation.
Define opposites and label opposites on a number line. Recognize that zero is its own opposite.
6.NS.C.6.A 6.NS.C.6.B
Find and position integers and rational numbers on the number line.
6.NS.C.6.C
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Topic B: Order and Absolute Value
Order integers and rational numbers. Explain reasoning behind order using a number line.
6.NS.C.6.C 6.NS.C.7.A
Write and interpret inequalities to compare rational numbers in real-world and mathematical problems.
6.NS.C.7.A 6.NS.C.7.B
Define absolute value as the distance from zero on a number line.
6.NS.C.7.C
Model magnitude and distance in real-life situations using order and absolute value.
6.NS.C.7.C 6.NS.C.7.D
Topic C: Rational Numbers in the Coordinate Plane
Use ordered pairs to name locations on a coordinate plane. Understand the structure of the coordinate plane.
6.NS.C.6.B 6.NS.C.6.C
Reflect points across axes and determine the impact of reflections on the signs of ordered pairs.
6.NS.C.6.B
Calculate vertical and horizontal distances on a coordinate plane using absolute value in real-world and mathematical problems.
6.NS.C.7.C 6.NS.C.8
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