Georgia 6.NR.3.4
The Standard
Write, interpret, and explain statements of order for rational numbers in authentic, mathematical situations. Compare rational numbers, including integers, using equality and inequality symbols.
Georgia's K-12 Mathematics Standards · Solve a variety of problems involving whole numbers and their opposites; model rational numbers on a number line to describe problems presented in relevant, mathematical situations.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare positive and negative integers, fractions, and decimals using <, >, and =. They explain each comparison through a number line or a setting such as temperature, elevation, or money.
What Mastery Looks Like
- Students correctly order mixed sets of integers, fractions, and decimals. They use equality and inequality symbols accurately and explain why one value is greater using a number line or situation.
Common Misconceptions
- Students may think the number with the larger absolute value is always greater, so they claim -8 is greater than -3. They may reverse inequality symbols or mishandle comparisons such as -0.5 and -0.25.
How to Assess It
- Give this exit ticket: “Two account balances are -$4.50 and -$2.75. Compare them using <, >, or =, then explain using context or a number line.”
Lesson moves
Ways to Teach It
Students place integer, decimal, and fraction cards on a taped floor number line, then insert <, >, or = cards between neighbors.
Ask: “Is -3/4 greater than -0.6?” Students write a claim, convert or plot, then discuss which evidence proves the comparison.
Play Comparison War: partners flip rational-number cards, and the player who correctly names the greater value and explains earns both cards.
Compare temperatures, elevations, and account balances from a prepared city data table, then write three true inequality statements.
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Printable 6.NR.3.4 Worksheet
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