6.NS.C.7

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- 6.NS.C.5Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
- 6.NS.C.6Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
- 6.NS.C.7Understand ordering and absolute value of rational numbers.
- 6.NS.C.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

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6.NS.C.7a

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- 6.NS.C.7aInterpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. (Combine and relabel)
- 6.NS.C.7bWrite, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 °C > –7 °C to express the fact that –3 °C is warmer than –7 °C.
- 6.NS.C.7cUnderstand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
- 6.NS.C.7dDistinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

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## 6.NS.C.7a

## Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. (Combine and relabel)

10 Lesson(s)

### More Solving One-Step Inequalities Using Reasoning (all operations)

6th Grade Math »
Unit: Inequalities

6th Grade Math »
Unit: Inequalities

Big Idea:

#### Inequalities can be solved using reasoning and substitution. We know that a solution set is correct if you choose values that satisfy the solution set, substitute them into the original inequality, and see if the inequality is satisfied.

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### What Rides Can You Go On?

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Describing Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Comparing Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Comparing and Ordering Integers

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Interpret Integers in Context

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Unit Test

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Comparing and Ordering Integers

6th Grade Math »
Unit: Number Sense (2)

6th Grade Math »
Unit: Number Sense (2)

### Inequalities

6th Grade Math »
Unit: Integers and Rational Numbers

6th Grade Math »
Unit: Integers and Rational Numbers

### Graphing Inequalities on a Number Line

7th Grade Math »
Unit: Multi-step Equations, Inequalities, and Factoring

7th Grade Math »
Unit: Multi-step Equations, Inequalities, and Factoring

Common Core Math

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