CCSS.Math.Content.6.NS.C.7a

Math6th GradeApply and extend previous understandings of numbers to the system of rational numbers.

The standard

Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.

Common Core State Standards for Mathematics

What this standard means

Students need to connect inequality symbols with position on a number line. They should understand that the number farther right is greater, even when both numbers are negative. They also need to read and explain statements like -2 < 5 or -4 > -9 using location, not just rules.

Mastery looks like placing two rational numbers on a horizontal number line, choosing the correct inequality, and explaining it in words. Students often get stuck thinking the negative number with the larger digit is greater, so -8 seems bigger than -3. They may also confuse left and right when the numbers are both below zero.

Ways to teach it

Have students use sticky notes to place pairs like -6 and -2 on a floor number line, then write the matching inequality.
Prompt students to explain in one sentence why -1 is greater than -5 without saying “because the symbol points that way.”
Show five number pairs on mini whiteboards and ask students to circle the number farther right, then write < or >.
Use temperatures from two cities, such as -4°F and -10°F, and ask which city is warmer and how the number line shows it.

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Related standards

CCSS.Math.Content.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.Math.Content.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 problem. Recognize that inequalities of th...
CCSS.Math.Content.6.NS.C.7d
Distinguish comparisons of absolute value from statements about order.
CCSS.Math.Content.6.NS.C.7b
Write, interpret, and explain statements of order for rational numbers in real-world contexts.