Common Core Scope and Sequence
Sixth Grade
Quarter 3
Unit: 5 – Integers & InequalitiesDomain: The Number System and Expressions and Equations
Cluster: Apply and extend previous understandings of numbers to the system
of rational numbers. Reason about and solve one-variable equations and inequalities.
Standard / Mathematical Practices (1) / Instructional Objectives / Mathematical Task
6.NS.5 Understand 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, credits/debits, 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.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics. / · Describe quantities using positive and negative numbers / http://illustrativemathematics.org/standards/k84
6.NS It’s warmer in Miami
(see website for commentary and solution)
On the same winter morning, the temperature is −28 ∘ F in Anchorage, Alaska and 65 ∘ F in Miami, Florida. How many degrees warmer was it in Miami than in Anchorage on that morning?
6.NS.6 Understand 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.MP.2. Reason abstractly and
quantitatively.
6.MP.4. Model with
mathematics. / · Determine numbers on a number line.
· Extend number line and coordinate axes to include negative numbers / Number lines are an effective tool for thinking about positive and negative integers and their relationship to zero. The use of horizontal and vertical numbers lines also supports student thinking on a coordinate plane.
This can be conceptualized by breaking it down into steps beginning with the quantity in parenthesis: take the opposite of (-3), which is 3. Next, address the negative sign outside the parenthesis by taking the opposite of 3, which is -3. This illustrates the movement back to the original quantity, which is at the heart of this standard. This also illustrates that the negative sign is sometimes used synonymously with the term “opposite of”.
(Utah)
6.NS.6a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the
opposite of a number is the number itself. e.g.,
–(–3) = 3, and that 0 is its own opposite. / 6.MP.2. Reason abstractly and
quantitatively.
6.MP.4. Model with
mathematics. / · Recognize opposite number locations on a number line
· Recognize that the opposite of an opposite is the original number
6.NS.7 Understand ordering and absolute value of rational numbers / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics. / · Order rational numbers using absolute value / http://illustrativemathematics.org/standards/k84
6.NS Jumping flea
(see website for commentary and solution)
A flea is jumping around on the number line.
1. If he starts at 1 and jumps 3 units to the right, then where is he on the number line? How far away from zero is he?
2. If he starts at 1 and jumps 3 units to the left, then where is he on the number line? How far away from zero is he?
3. If the flea starts at 0 and jumps 5 units away, where might he have landed?
4. If the flea jumps 2 units and lands at zero, where might he have started?
5. The absolute value of a number is the distance it is from zero. The absolute value of the flea’s location is 4 and he is to the left of zero. Where is he on the number line?
6.NS.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. / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics. / · Interpret the inequality of two numbers based on the position on a number line / For example:
It is -9F on a November day in Juno, Alaska at 8:00 a.m. By 10:00 a.m., it is -4F.
· Have the temperatures dropped or risen?
· Is it colder at 10:00 a.m. or 8:00 a.m.?
Engaging schema should lead students to conclude that generally speaking, temperatures rise during the morning so -4F is actually warmer than -9F, even though 9 is a larger number than 4 in whole numbers.
(Utah)
*6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3⁰C > –7⁰C to express the fact that –3⁰C is warmer than –7⁰C. / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics. / · Write, interpret and explain statements of order in real-world contexts / http://illustrativemathematics.org/standards/k84
6.NS Above and Below Sea Level
(see website for commentary and solution)
City / State / Elevation above sea level
Denver / Colorado / 5130
New Orleans / Louisiana / -8
Seattle / Washington / 0
Decide whether each of the following statements is true or false. Explain your answer for each one.
a. True or False? New Orleans is |−8| feet below sea level.
b. True or False? New Orleans is −8 feet below sea level.
c. True or False? New Orleans is 8 feet below sea level.
d. True or False? Seattle is 0 feet above sea level.
e. True or False? Seattle is |0| feet below sea level.
f. True or False? Denver is −5130 feet below sea level.
g. True or False? Denver is |−5130| feet below sea level.
h. True or False? Denver is −|5130| feet below sea level.
6.NS.7d Distinguish 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. / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics. / · Compare absolute value in terms of order
6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.4. Model with mathematics.
6.MP.7. Look for and make use of structure. / · Substitute a given number to determine if the equation or inequality is true / http://illustrativemathematics.org/standards/k8#4
6.EE Log Ride
(see website for commentary and solution
A theme park has a log ride that can hold 12 people. They also have a weight limit of 1500 lbs per log for safety reason. If the average adult weights 150 lbs, the average child weighs 100 lbs and the log itself weights 200, the ride can operate safely if the inequality
150A+100C+200≤1500
is satisfied (A is the number of adults and C is the number of children in the log ride together). There are several groups of children of differing numbers waiting to ride. Group one has 4 children, group two has 3 children, group three has 9 children, group four 6 children while group five has 5 children.
If 4 adults are already seated in the log, which groups of children can safely ride with them?
6.EE.8 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. / 6.MP.1. Make sense of problems and persevere in solving them.
6.MP.2. Reason abstractly and quantitatively.
6.MP.3. Construct viable arguments and critique the reasoning of others.
6.MP.4. Model with mathematics.
6.MP.7. Look for and make use of structure. / · Write an inequality based on a real-world situation
· recognize that inequalities have multiple solutions
· represent inequalities on a number line / http://illustrativemathematics.org/standards/k8#4
6.EE Fishing Adventures 1
(see website for commentary and solution)
Fishing Adventures rents small fishing boats to tourists for day-long fishing trips. Each boat can hold at most eight people. Additionally, each boat can only carry 900 pounds of weight for safety reasons.
1. Let p represent the total number of people. Write an inequality to describe the number of people that a boat can hold. Draw a number line diagram that shows all possible solutions.
2. Let w represent the total weight of a group of people wishing to rent a boat. Write an inequality that describes all total weights allowed in a boat. Draw a number line diagram that shows all possible solutions.
Vocabulary: rational numbers, opposites, absolute value, greater than (>), less than (<), greater than and/or equal to ( ), less than and/or equal to (), inequality, equations, profit, exceed, substitution
Explanations and Examples:(3)
6.NS.5 Students use rational numbers (fractions, decimals, and integers) to represent real-world contexts and understand the meaning of 0 in each situation.
Example 1:
a. Use an integer to represent 25 feet below sea level
b. Use an integer to represent 25 feet above sea level.
c. What would 0 (zero) represent in the scenario above?
Solution:
a. -25
b. +25
c. 0 would represent sea level
6.NS.7 Students use inequalities to express the relationship between two rational numbers, understanding that the value of numbers is smaller moving to the left on a number line.
Common models to represent and compare integers include number line models, temperature models and the profit-loss model. On a number line model, the number is represented by an arrow drawn from zero to the location of the
number on the number line; the absolute value is the length of this arrow. The number line can also be viewed as a thermometer where each point of on the number line is a specific temperature. In the profit-loss model, a positive number corresponds to profit and the negative number corresponds to a loss. Each of these models is useful for examining values but can also be used in later grades when students begin to perform operations on integers. Operations with integers are not the expectation at this level.
6.NS.7a In working with number line models, students internalize the order of the numbers; larger numbers on the right (horizontal) or top (vertical) of the number line and smaller numbers to the left (horizontal) or bottom (vertical) of the number line. They use the order to correctly locate integers and other rational numbers on the number line. By placing two numbers on the same number line, they are able to write inequalities and make statements about the relationships between two numbers.
Example 1:
Write a statement to compare – 4 1/2 and –2. Explain your answer.
Solution:
– 4 1/2 < –2 because – 4 1/2 is located to the left of –2 on the number line
Students recognize the distance from zero as the absolute value or magnitude of a rational number. Students need multiple experiences to understand the relationships between numbers, absolute value, and statements about order.
*6.NS.7b Students write statements using < or > to compare rational number in context. However, explanations should reference the context rather than “less than” or “greater than”.
Example 1:
The balance in Sue’s checkbook was –$12.55. The balance in John’s checkbook was –$10.45. Write an inequality to show the relationship between these amounts. Who owes more?
Solution: –12.55 < –10.45, Sue owes more than John. The interpretation could also be “John owes less than Sue”.
Example 2:
One of the thermometers shows -3°C and the other shows -7°C.
Which thermometer shows which temperature?
Which is the colder temperature? How much colder?
Write an inequality to show the relationship between the temperatures
and explain how the model shows this relationship.
Solution:
• The thermometer on the left is -7; right is -3
• The left thermometer is colder by 4 degrees
• Either -7 < -3 or -3 > -7
Although 6.NS.7a is limited to two numbers, this part of the standard expands the ordering of rational numbers to more than two numbers in context.
Example 3:
A meteorologist recorded temperatures in four cities around the world. List these cities in order from coldest temperature to warmest temperature:
Albany 5°
Anchorage -6°
Buffalo -7°
Juneau -9°
Reno 12°
Solution:
Juneau -9°
Buffalo -7°
Anchorage -6°
Albany 5°
Reno 12°
6.NS.7d When working with positive numbers, the absolute value (distance from zero) of the number and the value of the number is the same; therefore, ordering is not problematic. However, negative numbers have a distinction that students need to understand. As the negative number increases (moves to the left on a number line), the value of the number decreases. For example, –24 is less than –14 because –24 is located to the left of –14 on the number line. However, absolute value is the distance from zero. In terms of absolute value (or distance) the absolute value of –24 is greater than the absolute value of –14. For negative numbers, as the absolute value increases, the value of the negative number decreases.
6.EE.5 In elementary grades, students explored the concept of equality. In 6th grade, students explore equations as expressions being set equal to a specific value. The solution is the value of the variable that will make the equation or inequality true. Students use various processes to identify the value(s) that when substituted for the variable will make the equation true.
Example 1:
Joey had 26 papers in his desk. His teacher gave him some more and now he has 100. How many papers did his teacher give him?