9 6.NS.C.5 6.NS.C.5 Math.6.NS.5 6.NS.C.5 6.NR.3.1 6.NS.5 6.NS.5 6.NS.C.5 10.a 6.NS.C.6.A 6.NS.C.6a Math.6.NS.6a 6.NS.C.6.A 6.NR.3.2 6.NS.6.a 6.NS.6a 6.NS.6.a 6.NS.6.a 6.NS.C.6.a CC.2.1.6.E.4 M06.A-N.3.1.1 M06.A-N.3.1.2 M06.A-N.3.1.3 6.NR.3.1

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 real-world 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 real-world 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 real-world 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 real-world 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 real-world 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 real-world 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 real-world 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 Career-Readiness 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.A-N.3.1.1
Represent quantities in real-world 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.A-N.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.A-N.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.

Positive & Negative Numbers

Alabama Course of Study Standards: 9

Use signed numbers to describe quantities that have opposite directions or values and to represent quantities in real-world 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 real-world context, explaining the meaning of 0 in each situation.

Common Core State Standards: Math.6.NS.5 or 6.NS.C.5

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

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

Tennessee Academic Standards: 6.NS.C.5

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 lineRecognize 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 Career-Readiness 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.A-N.3.1.1

Represent quantities in real-world 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.A-N.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.A-N.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.

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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)

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.

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.