Virginia SOL 6.NS.2.a
The Standard
Represent integers (e.g., number lines, concrete materials, pictorial models), including models derived from contextual situations, and identify an integer represented by a point on a number line.
Virginia Standards of Learning for Mathematics · The student will reason and use multiple strategies to represent, compare, and order integers.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students connect positive integers, negative integers, and zero to locations, models, and situations. They read a number line's scale and name the integer at a marked point.
What Mastery Looks Like
- A student can build or draw the same integer in more than one way and explain what the sign means. They correctly locate and label integers on number lines with different scales.
Common Misconceptions
- Students may treat the negative sign as subtraction, reverse the placement of negative integers, or assume every tick changes by one. They may also classify zero as positive or negative.
How to Assess It
- Show a number line from -12 to 12 with tick marks every 3 and a point on -6. Ask students to name the integer and draw a chip model for it.
Lesson moves
Ways to Teach It
Give pairs red and yellow integer chips; call out integers from -8 to 8 and have students build, draw, and label each value.
Students answer this prompt: How can zero separate gains from losses, and where does each value belong on a number line?
Play Integer Match: students pair a context card, an integer card, and the matching point on a floor number line.
Post a week of city temperatures; students graph each temperature and write what positive, negative, and zero values mean.
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Printable 6.NS.2.a Worksheet
A ready-to-print activity worksheet aligned to 6.NS.2.a, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- 6.CE.2.a
Demonstrate/model addition, subtraction, multiplication, and division of integers using pictorial representations or concrete manipulatives.*
- 8.NS.2.a
Describe and illustrate the relationships among the subsets of the real number system by using representations (e.g., graphic organizers, number lines). Subsets...
- 6.NS.1.c
Represent and determine equivalencies among fractions (proper or improper) and mixed numbers that have denominators that are 12 or less or factors of 100 and pe...
- 6.NS.1.d
Represent and determine equivalencies among decimals, percents, fractions (proper or improper), and mixed numbers that have denominators that are 12 or less or ...
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