Maryland Math 6.NOS.C.6.a
The Standard
- 6.NOS.C.6
- Represent a rational number as a point on vertical or horizontal number lines. Represent points on a number line with negative numbers.
Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers, and by rounding.
Maryland College and Career Ready Standards for Mathematics (2025) · APPLY AND EXTEND PREVIOUS UNDERSTANDING OF NUMBERS TO THE SYSTEM OF RATIONAL NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students place fractions, decimals, and negative numbers on a number line. They use nearby benchmarks and rounding to estimate values and explain their choices.
What Mastery Looks Like
- A student places −2.7 between −3 and −2, closer to −3, and rounds it to −3. They place 3/4 closer to 1 than to 1/2.
Common Misconceptions
- Students may place −2.7 to the right of −2 or round it to −2 because they focus on the digits without checking the number line. Some place 3/4 near 0 simply because it is less than 1.
How to Assess It
- Exit ticket: Mark −2.7 on a number line from −3 to −2. Round it to the nearest whole number and explain which endpoint is closer.
Lesson moves
Ways to Teach It
Tape a number line from −3 to 3 on the floor, then have students place cards marked −2.7, 3/4, and 1.4.
Ask, “Is −2.7 closer to −3 or −2?” Have students sketch a number line and explain their answer.
In pairs, draw number cards, place each on a printed number line, and score a point for a correct nearest-half estimate.
Give students a forecast of −2.7°C and 1.4°C, then have them round each temperature and mark both on a thermometer sketch.
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Related Standards
- 4.NOS.A.1.b
Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers, and rounding to any place.
- 2.NOS.A.5
Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers (e.g. 10, 50, 100), and to assess reasonableness...
- 5.NOS.A.3.b
Estimate decimal quantities by reasoning about their location on a number line, their relationship to benchmark numbers (e.g. 0, 0.25, 0.5, 0.75, 1) and roundin...
- 3.NOS.A.1.c
Estimate quantities by reasoning about their location on a number line, their relationship to benchmark numbers, and rounding to nearest 10 or 100.
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