Mathematics Standards
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Building Functions
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Circles
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Conditional Probability and the Rules of Probability
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Geometry
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Ratios and Proportional Relationships
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Seeing Structure in Expressions
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The Complex Number System
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The Number System
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Using Probability to Make Decisions
Results
Showing 31 - 40 of 184 Standards
Standard Identifier: 6.NS.6.a
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Standard Identifier: 6.NS.6.b
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Standard Identifier: 6.NS.6.c
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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. 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.
Standard Identifier: 6.NS.7.a
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
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.
Standard Identifier: 6.NS.7.b
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Standard Identifier: 6.NS.7.c
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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 real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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 real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
Standard Identifier: 6.NS.7.d
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Understand ordering and absolute value of rational numbers. 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.
Standard Identifier: 6.NS.8
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Solve real-world 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.
Apply and extend previous understandings of numbers to the system of rational numbers.
Standard:
Solve real-world 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.
Standard Identifier: 6.RP.1
Grade:
6
Domain:
Ratios and Proportional Relationships
Cluster:
Understand ratio concepts and use ratio reasoning to solve problems.
Standard:
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
Understand ratio concepts and use ratio reasoning to solve problems.
Standard:
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
Standard Identifier: 6.RP.2
Grade:
6
Domain:
Ratios and Proportional Relationships
Cluster:
Understand ratio concepts and use ratio reasoning to solve problems.
Standard:
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Footnote:
Expectations for unit rates in this grade are limited to non-complex fractions.
Understand ratio concepts and use ratio reasoning to solve problems.
Standard:
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Footnote:
Expectations for unit rates in this grade are limited to non-complex fractions.
Showing 31 - 40 of 184 Standards
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