Maryland Math 6.NOS.C.6

6.NOS.C.6 is a cluster heading. These are the individual standards under it.

• 6.NOS.C.6.a

  Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers, and by rounding.

• 6.NOS.C.6.b

  Locate and interpret the positions of rational numbers on a number line.

• 6.NOS.C.6.c

  Recognize and locate opposite signs of rational numbers as indicating locations on opposite sides of 0 on the number line.

01

What Students Need to Do

Students plot and read positive and negative fractions and decimals on horizontal and vertical number lines. They find opposites on either side of zero. They use nearby benchmarks to estimate positions and round numbers.

02

What Mastery Looks Like

A student can place −1.25 and 1.25 the same distance from zero on either kind of line. They can read a point between labeled marks and explain which whole number it is closest to.

03

Common Misconceptions

Students may put −1.5 to the right of −1 because 1.5 is greater than 1. They may place negative numbers above zero on a vertical line or think opposites are different distances from zero. Some round negative numbers toward zero even when another benchmark is closer.

04

How to Assess It

Exit ticket: On horizontal and vertical lines labeled −2 to 2, plot −1.6, 0.75, and the opposite of 0.75. Circle the whole number closest to −1.6 and explain why.

1. 01

   Tape a number line on the floor and one on the wall; have students place signed fraction and decimal cards on both.

2. 02

   Ask students to write why −1.4 is closer to −1 than −2, then locate its opposite.

3. 03

   Play Plot and Check: partners draw signed decimal cards, place them on a −3 to 3 line, and check against labeled benchmarks.

4. 04

   Draw a thermometer from −10°C to 10°C; plot −7°C and 4°C, then round each temperature to the nearest 5°C.

• 1.NOS.B.4

  Represent whole numbers as lengths from 0 on a number line (horizontal and vertical) with equally spaced points corresponding to whole numbers.