In Topic B, students apply their understanding of a rational number’s position on the number line (6.NS.C.6c) to order rational numbers. Students understand that when using a conventional horizontal number line, the numbers increase as you move along the line to the right and decrease as you move to the left. They recognize that if a and b are rational numbers and a < b, then it must be true that -a > -b. Students compare rational numbers using inequality symbols and words to state the relationship between two or more rational numbers. They describe the relationship between rational numbers in real-world situations and with respect to numbers’ positions on the number line (6.NS.C.7a, 6.NS.C.7b). For instance, students explain that -10° F is warmer than -11º F because -10 is to the right (or above) -11 on a number line and write -10° F > -11º F. Students use the concept of absolute value and its notation to show a number’s distance from zero on the number line and recognize that opposite numbers have the same absolute value (6.NS.C.7c). In a real-world scenario, students interpret absolute value as magnitude for a positive or negative quantity. They apply their understanding of order and absolute value to determine that, for instance, a checking account balance that is less than -25 dollars represents a debt of more than $25 (6.NS.C.7d).
Grade 6 Mathematics Module 3, Topic B, Overview
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