Georgia 6.NR.3

6.NR.3 is a Georgia mathematics standard. These are the expectations under it.

• 6.NR.3.1

  Identify and compare integers and explain the meaning of zero based on multiple authentic situations.

• 6.NR.3.2

  Order and plot integers on a number line and use distance from zero to discover the connection between integers and their opposites.

• 6.NR.3.3

  Recognize and explain that opposite signs of integers indicate locations on opposite sides of zero on the number line; recognize and explain that the opposite o...

• 6.NR.3.4

  Write, interpret, and explain statements of order for rational numbers in authentic, mathematical situations. Compare rational numbers, including integers, usin...

• 6.NR.3.5

  Explain the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as distance for a positive or negative qu...

• 6.NR.3.6

  Distinguish comparisons of absolute value from statements about order.

01

What Students Need to Do

Students identify a number and its opposite, then use zero to explain their locations and distances. They place positive and negative integers, fractions, and decimals on number lines to represent and solve situations.

02

What Mastery Looks Like

A student accurately plots values on either side of zero and labels opposites as equal distances from zero. The student uses the diagram to solve a context problem and explains why, for example, -7 is less than -3.

03

Common Misconceptions

Students may place the number with the larger absolute value farther right, claiming that -8 is greater than -3. They may confuse an opposite with a reciprocal, or think zero has a different opposite. They may report distance from zero as negative.

04

How to Assess It

Give this exit ticket: “Plot -3.5, 2, and the opposite of 4. Order them from least to greatest and explain one placement.”

1. 01

   Build a floor number line with tape; students place cards such as -4, 0, 2.5, and -1/2, then justify each position.

2. 02

   Ask, "Is -6 greater than -2 because 6 is greater than 2?" Students write a claim and defend it with a number line.

3. 03

   Play an opposite-match game where students pair value cards, then order all matched pairs from least to greatest.

4. 04

   Graph morning and afternoon temperatures from a weather report, including decimals, and describe each change relative to zero.

• 7.NR.1.3

  Represent addition and subtraction with rational numbers on a horizontal or a vertical number line diagram to solve authentic problems.

• 6.NR.1

  Solve relevant, mathematical problems involving operations with whole numbers, fractions, and decimal numbers.

• 6.PAR.8.1

  Locate and position rational numbers on a horizontal or vertical number line; find and position pairs of integers and other rational numbers on a coordinate pla...

• 7.NR.1

  Solve relevant, mathematical problems, including multi-step problems, involving the four operations with rational numbers and quantities in any form (integers, ...