Maryland Math 6.NOS.C.8
The Standard
Order and identify the absolute value of rational numbers. Interpret statements of inequality as statements about the relative position of two numbers on a number line (e.g., interpret −3 > −7 as a statement that –3 is located to the right of –7 on a horizontal number line). Write, interpret, and explain statements of order for rational numbers in context (e.g., write −3℃ > −7℃ to express the fact that −3℃ is warmer than −7℃). Use understanding of the absolute value of a rational number as its distance from 0 on the number line to interpret absolute value as magnitude for a positive or negative quantity in context (e.g., for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars).
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 positive and negative fractions and decimals on a number line and compare them using < and >. They find absolute value as distance from zero and explain what it means for a debt or temperature.
What Mastery Looks Like
- A student can place −2.5, −1/2, and 1.25 correctly and explain why −1/2 > −2.5. They can explain that a balance of −$2.50 has an absolute value of $2.50, the size of the debt.
Common Misconceptions
- Students often think −7 is greater than −3 because 7 is greater than 3. Some think |−7| equals −7 or assume a larger absolute value means a greater number.
How to Assess It
- Exit ticket: Plot −1.5 and −0.75 on a number line, write an inequality, and circle the number farther from zero. Explain what |−1.5| means for a balance of −$1.50.
Lesson moves
Ways to Teach It
Give pairs a taped floor number line and cards labeled −3/2, −1/2, 0, and 1.5; have them place and compare the cards.
Ask, 'Which balance is greater, −$8 or −$3? Which debt is larger?' Have students explain both answers.
Play compare-and-explain: pairs draw signed fraction cards, place them on a number line, and score for a correct inequality and explanation.
Post daily low temperatures of −4°C and −9°C; have students identify the warmer day and find each temperature's distance from 0°C.
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Related Standards
- 6.NOS.C.5
Use understanding of rational numbers as positive and negative numbers to describe quantities having opposite directions or values (e.g., temperature above/belo...
- 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.
- 6.NOS.C.6.b
Locate and interpret the positions of rational numbers on a number line.
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