The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

6.NS.C. The Number System: Apply and extend previous understandings of numbers to the system of rational numbers.

• Explain why 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. (CCSS: 6.NS.C.5)

• Describe 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. (CCSS: 6.NS.C.6)

  • Use opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; identify that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. (CCSS: 6.NS.C.6.a)

  • Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; explain that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. (CCSS: 6.NS.C.6.b)

  • 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. (CCSS: 6.NS.C.6.c)

• Order and find absolute value of rational numbers. (CCSS: 6.NS.C.7) 

  • 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. (CCSS: 6.NS.C.7.a)

  • Write, 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. (CCSS: 6.NS.C.7.b)

  • Define 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. (CCSS: 6.NS.C.7.c) 

  • 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. (CCSS: 6.NS.C.7.d) 

• Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. (CCSS: 6.NS.C.8)

6.G.A. Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.

• Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. (CCSS: 6.G.A.3)

Assessments:

• Topic 2 Assessment (PDF)

• 6.NS Benchmark Assessment (PDF)

• Additional Assessment Tasks

Instructional Resources & Notes:

• enVision Mathematics Topic 2

• Let's Investigate! Tasks

  • Let's Investigate! Garden Plot (TE) (relates to Lesson 2-2)

• Supplemental Lesson Resources for Topic 2

• enVision Mathematics Family Engagement - 6th Grade

• 5th-to-6th Grade Warm-Ups for Activating Prior Knowledge (Geoff Krall)