b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 6.NS.7. Understand ordering and absolute NEW not addressed in the GLEs [6] N-1 does not specifically address – value of rational numbers. statements of inequality (a) or interpreting a. Interpret statements of inequality as and explaining statements of order for statements about the relative position of rational numbers (b). two numbers on a number line diagram. For example, interpret > as a The student demonstrates conceptual –3 –7 statement that is located to the right of understanding –3 on a number line oriented from left to of fractions (proper or numbers), –7 right. decimals, percents (whole number), or b. Write, interpret, and explain statements integers by of order for rational numbers in real-world contexts. [6] N-1 reading, writing, ordering, or For example, write oC > oC to –3 –7 [counting L] express the fact that oC is warmer –3 than oC. –7 GLEs reference absolute value in grade 9. c. Understand the absolute value of a [9] F&R-1 describing or extending rational number as its distance from 0 on patterns (families of functions: linear the number line; interpret absolute value quadratic, absolute up to the nth as magnitude for a positive or negative term, represented in tables, sequences, quantity in a real-world situation. For graphs, or in problem situations example, for an account balance of –30 dollars, write |–30| = 30 to describe the [9] F&R-2 generalizing relationships size of the debt in dollars. (linear, quadratic, absolute value,) using a d. Distinguish comparisons of absolute table of ordered pairs, a graph, or an value from statements about order. For equation example, recognize that an account
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. 6.NS.7. Understand ordering and absolute value of rational numbers. a. 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. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC. c. Understand 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. d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account NEW – not addressed in the GLEs [6] N-1 does not specifically address statements of inequality (a) or interpreting and explaining statements of order for rational numbers (b). The student demonstrates conceptual understanding of fractions (proper or numbers), decimals, percents (whole number), or integers by [6] N-1 reading, writing, ordering, or [counting L] GLEs reference absolute value in grade 9. [9] F&R-1 describing or extending patterns (families of functions: linear quadratic, absolute up to the nth term, represented in tables, sequences, graphs, or in problem situations [9] F&R-2 generalizing relationships (linear, quadratic, absolute value,) using a table of ordered pairs, a graph, or an equation