6.NS.C.7

Sub-standards

• 6.NS.C.7.aInterpret 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.NS.C.7.bWrite, 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.7.cUnderstand 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.7.dDistinguish 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.

Where this sits in the school year

Our Grade 6 Math scope and sequence teaches 6.NS.C.7 in Unit 5: Rational Numbers & the Number Line, weeks 12–14.

Extend the number system below zero: opposites, ordering, absolute value, and what 0 means in each context. See the full pacing guide →

Builds on

Suggested prerequisites. This sequencing is our editorial guidance, not part of the Common Core.

Teaching Kits for this standard

Browse the library filtered to 6.NS.C.7 →