Positive & Negative Numbers
6th Grade


Alabama Course of Study Standards:
9

Use signed numbers to describe quantities that have opposite directions or values and to represent quantities in realworld contexts. 
Arkansas Academic Standards:
6.NS.C.5

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values, explaining the meaning of 0 (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge) 
Arizona Academic Standards:
6.NS.C.5

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and negative numbers to represent quantities in realworld context, explaining the meaning of 0 in each situation. 
Common Core State Standards:
Math.6.NS.5 or 6.NS.C.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 realworld contexts,
explaining the meaning of 0 in each situation. 
Georgia Standards of Excellence (GSE):
6.NR.3.1

Identify and compare integers and explain the meaning of zero based on multiple authentic situations. 
North Carolina  Standard Course of Study:
6.NS.5

Understand and use rational numbers to: Describe quantities having opposite directions or values.
 Represent quantities in realworld contexts, explaining the meaning of 0 in each situation.
 Understand 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 a realworld context.
 Distinguish comparisons of absolute value from statements about order.

New York State Next Generation Learning Standards:
6.NS.5

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. Use positive and negative numbers to represent quantities in realworld contexts, explaining the meaning of 0 in each situation. e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge 
Tennessee Academic Standards:
6.NS.C.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 realworld contexts, explaining the meaning of 0 in each situation. 
Alabama Course of Study Standards:
10.a

Define opposites as numbers located on opposite sides of 0 and the same distance from 0 on a number line. 
Arkansas Academic Standards:
6.NS.C.6.A

 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)

Arizona Academic Standards:
6.NS.C.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 and that 0 is its own opposite. 
Common Core State Standards:
Math.6.NS.6a or 6.NS.C.6.A
Kentucky Academic Standards (KAS):
6.NS.6.a
Mississippi College and CareerReadiness Standards:
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. 
Georgia Standards of Excellence (GSE):
6.NR.3.2

Order and plot integers on a number line and use distance from zero to discover the connection between integers and their opposites. 
North Carolina  Standard Course of Study:
6.NS.6.a

On a number line: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 and that the opposite of the opposite of a number is the number itself.
 Find and position rational numbers on a horizontal or vertical number line.

New York State Next Generation Learning Standards:
6.NS.6.a

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, and that 0 is its own opposite. e.g., With the number 3, – (–3) = 3. 
Tennessee Academic Standards:
6.NS.C.6.a

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. For example,  (3) = 3, and that 0 is its
own opposite. 
Pennsylvania Core Standards:
CC.2.1.6.E.4

Apply and extend previous understandings of numbers to thesystem of rational numbers. 
Pennsylvania Core Standards:
M06.AN.3.1.1

Represent quantities in realworld contexts using positive and negative numbers, explaining the meaning of 0 in each situation (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge). 
Pennsylvania Core Standards:
M06.AN.3.1.2

Determine the opposite of a number and recognize that the opposite of the opposite of a number is the number itself (e.g., –(–3) = 3; 0 is its own opposite). 
Pennsylvania Core Standards:
M06.AN.3.1.3

Locate and plot integers and other rational numbers on a horizontal or vertical number line; locate and plot pairs of integers and other rational numbers on a coordinate plane. 
Georgia Standards of Excellence (GSE):
6.NR.3.1

Identify and compare
integers and explain the
meaning of zero based on
multiple authentic
situations. 
