Mathematics Pacing Resource Document
6.AF.7
Standard: 6.AF.7 Understand that signs of numbers in ordered pairs indicate the quadrant containing the point; recognize that when two ordered pairs differ
only by signs, the locations of the points are related by reflections across one or both axes. Graph points with rational number coordinates on a coordinate
plane.
Teacher Background Information: Students worked with Quadrant I in earlier grades. As the x-axis and y-axis are extending to include negatives, students begin
to work with the Cartesian Coordinate system. Students recognize the point where the x-axis and y-axis intersect as the origin. Students identify the four
quadrants and are able to identify the quadrant for an ordered pair based on the signs of the coordinates. For example, students recognize that in Quadrant II,
the signs of all ordered pairs would be (–, +). Students understand the relationship between two ordered pairs differing only by signs as reflections across one or
both axes.
 Teacher Video: Students create human graphs to clarify concepts of linear data. https://www.teachingchannel.org/videos/linear-graph-lesson-plan
Lesson Plans/Print Activities:


Indiana Math Connections: Lesson 11-7.
Indiana Math Connections: Lesson 11-8.



Web-based Practice:

http://www.ixl.com/math/grade-6/coordinate-graphs-review
Coordinate Graphing: Given a coordinate plane with objects on it,
students identify the object at a particular coordinate.
https://www.engageny.org/sites/default/files/resource/attachments/g6m3-teacher-materials.pdf Rational Numbers and the Coordinate Plane
(Lessons 14-19)

http://www.ixl.com/math/grade-6/graph-points-on-a-coordinateplane Coordinate Graphing: Students graph points on a coordinate
plane
http://www.mathaids.com/Graphing/Four_Quadrant_Graphing_Characters.html

http://hotmath.com/hotmath_help/games/ctf/ctf_hotmath.swf
Online Activity (Review of coordinates): Catch the Fly –
http://betterlesson.com/lesson/72276/lesson-2-graphing-on-acoordinate-plane?from=search Full Lesson Plan ( You will need to go to
betterlesson.com and register in advance)

http://www.shodor.org/interactivate/activities/MazeGame/?versio
n=1.5.0_07&browser=Mozilla&vendor=Apple_Computer,_Inc Mine
Game

http://www.oswego.org/ocsd-web/games/BillyBug2/bug2.html
Ordered Pairs Game
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.7
Item Bank:
1)
2) Explain the relationship between the ordered pairs below.
(4, 2) and (-4, 2)
(-3, -5) and (-3, 5)
Indianapolis Public Schools
(18, 1) and (-18, -1)
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.7
Item Bank:
3)
On the map above, locate and label the locations of each description below:
a. The local bank has the same first coordinate as the Fire Department, but its second coordinate is half of the fire department’s second coordinate. What
ordered pair describes the location of the bank? Locate and label the bank on the map using point 𝐵.
b. The Village Police Department has the same second coordinate as the bank, but its first coordinate is −2.
What ordered pair describes the location of the Village Police Department? Locate and label the Village Police
Department on the map using point 𝑃.
( www.engageny.org )
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.7
Item Bank:
4) The coordinates of point P are ( ̶ 6, 5). Point R is a reflection of point P across the x-axis. The coordinates of point Q are ( ̶ 1, 0). Point T is a reflection of point
Q across the y-axis.
Part A: Plot and label points P, Q, R, and T on the coordinate plane. [Check students’ graphs for accuracy.]
Part B: The coordinates of point V are (7, 4). Point W is a reflection of point V across the x-axis. In which quadrant will point W be located? [Delaware Dept.of
Education] Answer: D
A. I
B. II
C. III
D. IV
5) a. An ordered pair has coordinates that have the same sign. In which quadrant(s) could the point lie? Explain.
b. Another ordered pair has coordinates that are opposites. In which quadrant(s) could the point lie? Explain. (www.engageny.org)
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.8
Standard: 6.AF.8: Solve real-world and other mathematical problems by graphing points with rational number coordinates on a coordinate plane. Include the
use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Teacher Background Information: Students find the distance between points when ordered pairs have the same x-coordinate (vertical) or same y-coordinate
(horizontal). Example 1: What is the distance between (–5, 2) and (–9, 2)? Solution: The distance would be 4 units. This would be a horizontal line since the ycoordinates are the same. In this scenario, both coordinates are in the same quadrant. The distance can be found by using a number line to find the distance
between –5 and –9. Students could also recognize that –5 is 5 units from 0 (absolute value) and that –9 is 9 units from 0 (absolute value). Since both of these are
in the same quadrant, the distance can be found by finding the difference between the distances 9 and 5. (| 9 | - | 5 |).
Lesson Plans/Print Activities:
Web-based Practice:


Indiana Math Connections: Lesson 11-7.
Indiana Math Connections: Lesson 11-8.

http://www.oswego.org/ocsd-web/games/BillyBug2/bug2.html
Online Game

https://www.engageny.org/sites/default/files/resource/attachments/g6m3-teacher-materials.pdf Lesson Plans: Order and Absolute Value
(Lessons 7-13)

http://www.shodor.org/interactivate/activities/GeneralCoordinate
s/ Online Coordinate Grid


https://learnzillion.com/lessons/1147-use-absolute-value-to-finddistances-between-points
http://www.math-play.com/Coordinate-PlaneJeopardy/Coordinate-Plane-Jeopardy.html Coordinate Plane
Jeopardy

https://grade5aglcommoncoremath.wikispaces.hcpss.org/Assessing+6.NS.
8 Assessment Tasks

http://www.cpalms.org/Public/PreviewResource/Preview/26845 Students
will solve a real-world problem by graphing points on a coordinate plane
and finding the distances between the points.

https://grade5aglcommoncoremath.wikispaces.hcpss.org/file/view/6.NS.
8%20GRAPHING%20ON%20THE%20COORDINATE%20PLANE%20Task%20
Georgia.pdf/442430864/6.NS.8%20GRAPHING%20ON%20THE%20COORDI
NATE%20PLANE%20Task%20Georgia.pdf Graphing on Coordinate Plane
Lesson
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.8
Item Bank:
1) The map of a town is placed on a coordinate grid with each whole number distance north (N), south (S), east (E), or west (W) representing 1 block.
A grocery store has the coordinates ( ̶ 2, ̶ 4). The owners of the grocery store plan to build an additional grocery store at a location that is 5 blocks to the east
and 3 blocks to the north of the original store. Plot the location of the additional grocery store on the coordinate grid. [Delaware Dept. of Education] Answer:
Check students’ graphs for accuracy.
2) In a coordinate plane, the points (2, 4) and (3, ̶ 1) are on a line. Which of the following must be true? [Delaware Dept. of Education] Answer: A
A. The line crosses the x-axis.
B. The line passes through (0, 0).
C. The line stays above the x-axis at all times.
D. The line is parallel to the y-axis.
3) Look at the coordinate grid below.
Points R and S will be added to the grid to form rectangle PQRS with an area of 15 square units. Which ordered pairs could be the coordinates of R and S?
A. (5, 1) and (2, ̶ 1)
B. (5 , ̶ 2) and (2, ̶ 2)
C. (5, ̶ 3) and (2, ̶ 3)
D. (5, ̶ 4) and (2, ̶ 4)
[Delaware Dept. of Education] Answer: C
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
4) Ben says the distance between points A and B is equal to the distance between points C and D.
A
B
C
D
Plot points X and Y so that they are the same distance apart as A and B and C and D. [Howard County Public
Schools, Maryland] Answer: Check students’ graphs for accuracy.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.9
Standard: 6.AF.9 Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs
of values on the coordinate plane
Teacher Background Information: When students work toward meeting this standard, they use a range of reasoning and representations to analyze
proportional relationships.
Lesson Plans/Print Activities:
Web-based Practice:
 https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-lesson-1
Students understand that a ratio is an ordered pair of non-negative numbers
 https://learnzillion.com/lessonsets/164-solve-ratioproblems-using-tables-and-the-coordinate-plane-1
Learnzillion video lessons
 https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-lesson-2
Students reinforce their understanding that a ratio is an ordered pair of non-negative
numbers, which are not both zero. Students continue to learn and use the precise
 http://www.mathplayground.com/ScaleFactorX/Game
language and notation of ratios
Loader_Small.html

https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-b-lesson-9
Students understand that a ratio table is a table of equivalent ratios. Students use
ratio tables to solve problems.

https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-b-lesson11 Students solve problems by comparing different ratios using two or more ratio
tables.

https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-b-lesson14 Students associate with each ratio A:B the ordered pair (A, B) and plot it in the xy coordinate plane.

http://illuminations.nctm.org/Lesson.aspx?id=1672 Illuminations Lesson

https://www.engageny.org/resource/grade-6-mathematics-module-1-topic-b-lesson12 Students create equivalent ratios using a ratio table and represent these ratios on a
double number line diagram.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.9
Item Bank:
1) Javier has a new job designing websites. He is paid at a rate of $700 for every 3 pages of web content that he builds. Create a ratio table to show the total
amount of money Javier has earned in ratio to the number of pages he has built.
Javier is saving up to purchase a used car that costs $4,300. How many web pages will Javier need to build before he can pay for the car? [ www.engageny.org ]
Answer: Check students’ ratio tables for accuracy. 21 web pages.
2) The table below shows the number of tea bags needed to make different amounts of iced tea.
Number of
Tea Bags
Total Quarts
of Iced Tea
8
16
24
36
2
4
?
9
What is the total number of quarts of iced tea that can be made with 24 tea bags?[New York State Testing Program] Answer: B
A. 5
B. 6
C. 7
D. 8
3) A mixture of concrete is made up of sand and cement in a ratio of 5 : 3. How many cubic feet of each are needed to make 160 cubic feet of concrete mix?
[www.illustrativemathematics.org] Answer: 100 ft3 of sand and 60 ft3 of cement will make 160 ft3 of concrete mix.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.9
Item Bank:
4) Julianna participated in a walk-a-thon to raise money for cancer research. She recorded the total distance she walked at several different points in time, but a
few of the entries got smudged and can no longer be read. The times and distances that can still be read are listed in the table below.
Time in hours
Miles walked
1
2
4
5
3
6
12
15
a) Assume Julianna walked at a constant speed. Complete the table and plot Julianna’s progress in the coordinate plane. Check students’ graphs for
accuracy.
b) How fast was Julianna walking in miles per hour? How long did it take Julianna to walk one mile?
c) Next year Julianna is planning to walk for seven hours. If she walks at the same speed next year, how many miles will she walk?
[www.illustrativemathematics.org] Answers: a) in red above b) 3 mph; 20 minutes c) 21 miles
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.9
Item Bank:
5)
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.AF.9
Item Bank:
6) Dominic works on the weekends and on vacations from school mowing lawns in his neighborhood. For every lawn he mows, he charges $12. Complete the
table. Then determine ordered pairs, and create a labeled graph.
How many lawns will Dominic need to mow in order to make $240?
How much money will Dominic make if he mows 9 lawns? ( www.engageny.org )
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.GM.1
Standard: 6.GM.1: Convert between measurement systems (English to metric and metric to English) given conversion factors, and use these conversions in
solving real-world problems.
Teacher Background Information:
 Students need to be able to understand the ratio relationship between units of measurement.
 Using the per unit ratio students can convert between units of measurement.
Lesson Plans/Print Activities:
Web-based Practice:

Indiana Math Connects: Lesson 8-1, 8-2, 8-6

https://learnzillion.com/lessonsets/87-use-ratios-to-convert-unitmeasures Use rations to convert metric units

https://www.engageny.org/resource/grade-6-mathematics-module-1topic-c-lesson-21 Students use rates between measurements to convert
measurement in one unit to measurement in another unit.

https://www.engageny.org/resource/grade-6-mathematics-module-1topic-c-lesson-23 Students solve constant rate work problems by
calculating and comparing unit rates.

https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6thratios-prop-topic/cc-6th-unit-conversion/e/units Khan Academy
online practice

http://www.sophia.org/ccss-math-standard-6rp3d-pathway
Online conversion practice

http://www.learner.org/interactives/metric/length2.html
Length Conversions

http://www.learner.org/interactives/metric/mass.html
Mass Conversion

http://www.discoveryeducation.com/teachers/free-lesson-plans/ametric-world.cfm Metric Conversion Lesson Plan

http://www.learner.org/interactives/metric/volume.html
Volume Conversion

https://grade6commoncoremath.wikispaces.hcpss.org/file/view/6.RP.A.3
d%20Lesson%20Conversions%20with%20Inches%20and%20Centimeters.
doc/431369922/6.RP.A.3d%20Lesson%20Conversions%20with%20Inches
%20and%20Centimeters.doc Conversion Lesson

http://www.learner.org/interactives/metric/ Conversion

http://www.learner.org/interactives/metric/test.html
Conversion Game
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.GM.1
Item Bank: The unit conversions for these problems are available on the new ISTEP 6th grade reference sheet found at
http://www.doe.in.gov/assessment/istep-grades-3-8 . Scroll down under Additional Resources.
1) Jim ran 4 miles. How many kilometers did he run? [IPS C & I Department] Answer: B
A) 2.48 km B) 6.45 km C) 4 km
D) 12.23 km
2) A distance from London to Detroit is 7500 kilometers. How many miles is this distance? [IPS C & I Department] Answer: A
A) 4,650 miles B) 12,096 miles C) 5,230 miles D) 0.23 miles
3) Convert English and Metric: [IPS C & I Department] Answers: 21.59, 8.07, 3.94
4) Your friend weighs 110 pounds. What is her weight to the nearest kilogram? [IPS C & I Department] Answer: 50 kg
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.GM.3
Standard: 6.GM.3: 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 to solve real-world and other mathematical problems.
Teacher Background Information:
Students prepare for work on scale drawings and constructions in Grade 7 mathematics by drawing polygons in the coordinate plane. Essential vocabulary for
this standard includes: axis/axes, coordinate, coordinate plane, coordinate system, length, ordered pair, origin, polygon, side, and vertex/vertices
Lesson Plans/Print Activities:
Web-based Practice:

https://www.engageny.org/resource/grade-6-mathematics-module-5-topicb-lesson-8 Students name coordinates that define a polygon with specific
properties.

https://learnzillion.com/lessonsets/243-draw-polygons-in-thecoordinate-plane-given-coordinates-for-the-vertices-and-usecoordinates-to-find-the-length-of-a-side Learnzillion Lessons

https://www.engageny.org/resource/grade-6-mathematics-module-5-topicb-lesson-9 Students find the perimeter of irregular figures using coordinates
to find the length of a side joining points with the same first coordinate or
the same second coordinate.

http://phet.colorado.edu/en/simulation/graphing-lines
Interactive Simulations

http://www.onlinemathlearning.com/polygon-coordinate-plane6g3.html Polygons on Coordinate Plane

http://mathsnacks.com/game-over-gopher-en.html Defend the
carrot by placing units on a coordinate grid

https://www.engageny.org/resource/grade-6-mathematics-module-5-topicb-lesson-10 Students determine distance, perimeter, and area in real-world
contexts.

https://grade5aglcommoncoremath.wikispaces.hcpss.org/6.G.3 Learning
Tasks

http://www.cpalms.org/Public/PreviewResource/Preview/47517 Plotting
Polygons with GeoGebra
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.GM.3
Item Bank:
1) On the coordinate grid, plot the following points in order and connect each plotted point to the previous one in the order shown to form a figure.
 Point A (2, 5)
 Point B (2, 9)
 Point C (5, 7)
 Point D (8, 9)
 Point E (8, 5)
 Point A (2, 5)
What is the area, in square units, of the enclosed figure? [Delaware Dept. of Education] Answer: 18 square units
2)
[NAEP, 2003, Grade 8] Answer: D
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.GM.3
Item Bank:
3) Illustrative Mathematics task: https://www.illustrativemathematics.org/illustrations/1188
4) Technology enhanced item from PARCC: http://epat-parcc.testnav.com/client/index.html#getitem/7568
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.1
Standard: 6.NS.1 Understand that positive and negative numbers are used 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 and
compare quantities in real-world contexts, explaining the meaning of 0 in each situation.
Teacher Background Information: Students use rational numbers (fractions, decimals, and integers) to represent real-world contexts and understanding the
meaning of 0 in each situation. Essential vocabulary for this standard includes: Rational numbers, opposites, positive, negative, and integers.
Lesson Plans/Print Activities:
Web-based Practice:

Indiana Math Connects: Lesson 2-9


https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-lesson-1
Students extend their understanding of the number line, which includes zero and
numbers to the right, that are above zero, and numbers to the left, that are below
zero.
http://www.learnalberta.ca/content/mejhm/index.ht
ml?l=0&ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.N
UMB.INTE&lesson=html/video_interactives/integers/i
ntegersSmall.html Interactive activity and video

http://www.arcademics.com/games/spidermatch/spider-match.html making a number using
integer addition.

http://illuminations.nctm.org/LessonDetail.aspx?ID=U
182 Illuminations Interactive Lesson

http://nlvm.usu.edu/en/nav/frames_asid_122_g_2_t_
1.html Virtual Manipulative

https://learnzillion.com/lessons/480-understandnegative-numbers-using-a-number-line Learnzillion
video. Number Lines


https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-lesson-2
Students use positive and negative numbers to indicate a change (gain or loss) in
elevation with a fixed reference point, temperature, and the balance in a bank
account.
https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-lesson-3
Students use positive and negative numbers to indicate a change (gain or loss) in
elevation with a fixed reference point, temperature, and the balance in a bank
account.

https://www.illustrativemathematics.org/illustrations/277 Illustrative Math Task: It’s
Warmer in Miami

https://www.illustrativemathematics.org/illustrations/278 Illustrative Math Task: Mile
High

http://www.pbslearningmedia.org/resource/vtl07.math.number.nums.lpnegnumb/int
roduction-to-negative-numbers/ Introduction to negative numbers lesson plan.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.1
Item Bank:
1) The picture below is a flood gauge that is used to measure how far (in feet) a river’s water level is above or below its normal level.
River Water
a.
b.
c.
d.
1.5
1.0
0.5
0
-0.5
-1.0
-1.5
-2.0
-2.5
-3.0
-3.5
Explain what the number 0 on the gauge represents, and explain what the numbers above and below 0 represent. 0 is the river’s normal water level.
The numbers above 0 represent water levels above normal and numbers below 0 represent water levels below normal.
Describe what the picture indicates about the river’s current water level. The current water level is 2 feet below normal.
What number represents the opposite of the water level shown in the picture, and where is it located on the gauge? What would it mean if the river
water was at that level? The opposite of -2.0 is 2.0. It would be the next mark above 1.5 on the gauge. The river would be 2 feet above the normal level
if the gauge were at that mark.
If heavy rain is forecast for the area for the next 24 hours, what reading might you expect to see on this gauge tomorrow? Explain your reasoning. With
heavy rain over 24 hours, the gauge may rise a foot or more. It might even get back to normal, which is the 0 mark.
[www.engageny.org]
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.1
Item Bank:
2) Mr. Kindle invested some money in the stock market. He tracks his gains and losses using a computer program. Mr. Kindle receives a daily email that updates
him on all his transactions from the previous day. This morning, his email read as follows:
Good morning, Mr. Kindle,
Yesterday’s investment activity included a loss of $800, a gain of $960, and another gain of $230. Log in now to see your current balance.
Write an integer to represent each gain and loss.
Description
Loss of $800
Gain of $960
Gain of $230
Integer
Representation
- 800
+ 960
+ 230
[www.engageny.org]
3) At 6:00 a.m., Buffalo, NY, had a temperature of 10°F. At noon, the temperature was ̶ 10°F, and at midnight it was ̶ 20°F.
a) Write a statement comparing ̶ 10°F and ̶ 20°F. -20°F is ten degrees colder than -10°F.
b) Write an inequality statement that shows the relationship between the three recorded temperatures. Which temperature is the warmest?
10°F > -10°F > -20°F; 10°F is the warmest temperature.
6:00 a.m.
Indianapolis Public Schools
Noon
Midnight
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.1
4) Denver, Colorado, is called “The Mile High City” because its elevation is 5280 feet above sea level. Someone tells you that the elevation of Death Valley,
California, is –282 feet.
a. Is Death Valley located above or below sea level? Explain. Death Valley is located below sea level since its elevation is indicated by a negative number.
b. How many feet higher is Denver than Death Valley? Explain. Denver is 5,562 feet higher than Death Valley. You would have to go 282 feet just to get to
sea level and then another 5,280 feet to get to Denver.
c. What would your elevation be if you were standing near the ocean? Explain. Your elevation near the ocean would be 0 since you would be standing near
sea level.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.2
Standard: 6.NS.2 Understand the integer number system. 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.
Teacher Background Information: In earlier grades, students worked with positive fractions, decimals and whole numbers on the number line and in quadrant
1 of the coordinate plane. In 6th grade, students extend the number line to represent all rational numbers and recognize that number lines may be either
horizontal or vertical (i.e. thermometer) which facilitates the movement from number lines to coordinate grids. Students recognize that a number and its
opposite are equidistance from zero (reflections about the zero). The opposite sign (–) shifts the number to the opposite side of 0. For example, – 4 could be
read as “the opposite of 4” which would be negative 4.
Lesson Plans/Print Activities:
Web-based Practice:


Math Connects: Study Guide and Intervention Workbook, pages 35-36.
Math Connects: Skills Practice Workbook, pages 18-19.

https://www.engageny.org/resource/grade-6-mathematics-module-3topic-overview Understanding Positive and Negative Numbers on the
Number Line

https://www.khanacademy.org/math/arithmetic/absolutevalue/add-sub-negatives/e/number_line_2 Khan Academy
Interactive Lesson

http://www.amblesideprimary.com/ambleweb/mentalmaths/numb
erlines.html Online number line

https://www.engageny.org/resource/grade-6-mathematics-module-3topic-b-overview Order and Absolute Value

http://www.ixl.com/math/grade-6/number-lines-with-integers
Number lines with integers quizzes.

http://illuminations.nctm.org/LessonDetail.aspx?ID=L617 Illuminations
lesson

http://www.virtualnerd.com/common-core/grade-6/6_NS-numbersystem/C/6/6a

http://betterlesson.com/lesson/443474/introducing-the-number-line
Identify numbers on a number line

http://betterlesson.com/lesson/448040/rational-numbers-on-thenumber-line-stations Locate rational numbers on a number line.

https://grade5aglcommoncoremath.wikispaces.hcpss.org/file/detail/6.NS.
6a%20Lesson%20Opposite%20Numbers%20on%20Number%20Line.doc
Opposite numbers on a number line.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.2
Item Bank:
1) Isaac made a mistake in his checkbook. He wrote a check for $8.98 to rent a video game but mistakenly recorded it in his checkbook as an $8.98 deposit.
a) Represent each transaction with a rational number and explain the difference between the transactions. ̶ $8.98 represents the amount to rent the
video game. $8.98 represents a deposit. The difference between the two transactions is $17.96.
b) On the number line below, locate and label the points that represent the rational numbers listed in part (a). Describe the relationship between these
two numbers. Zero on the number line represents Isaac’s balance before the mistake was made. Check students’ number lines for correct labeling of
intervals and plotting of points. The two numbers are opposites.
[www.engageny.org]
2) Mr. Kindle invested some money in the stock market. He tracks his gains and losses using a computer program. Mr. Kindle receives a daily email that updates
him on all his transactions from the previous day. This morning, his email read as follows:
Good morning, Mr. Kindle,
Yesterday’s investment activity included a loss of $800, a gain of $960, and another gain of $230. Log in now to see your current balance.
a) Write an integer to represent each gain and loss.
Description
Integer Representation
Loss of $800
̶ 800
Gain of $960
+ 960
Gain of $230
+ 230
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.2
Item Bank:
b) Mr. Kindle noticed that an error had been made on his account. The “loss of $800” should have been a “gain of $800.” Locate and label both points that
represent “a loss of $800” and “a gain of $800” on the number line below. Describe the relationship of these two numbers, when zero represents no
change (gain or loss). Check students’ number lines for correct labeling of intervals and plotting of points. The two numbers are opposites.
c) Mr. Kindle wanted to correct the error, so he entered ̶ ( ̶ $800) into the program. He made a note that read, “The opposite of the opposite of $800 is $800.”
Is his reasoning correct? Explain. Yes, Mr. Kindle is correct. The opposite of $800 is ̶ $800, so the opposite of the opposite would be the original $800.
[www.engageny.org]
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.4
Standard: 6.NS.4 Understand that the absolute value of a number is the distance from zero on a number line. Find the absolute value of real numbers and
know that the distance between two numbers on the number line is the absolute value of their distance. Interpret absolute value as magnitude for a positive or
negative quantity in a real-world situation.
Teacher Background Information: Students understand absolute value as the distance from zero and recognize the symbols | | as representing absolute value.
When working with positive numbers, the absolute value (distance from zero) of the number and the value of the number is the same; therefore, ordering is not
problematic. However, negative numbers have a distinction that students need to understand
Lesson Plans/Print Activities:
Web-based Practice:

Math Connects: Lesson 4-3

https://www.engageny.org/resource/grade-6-mathematics-module-3topic-b-overview Order and Absolute Value

Georgia Department of Education Absolute value and ordering task.
Georgia DOE

Georgia Department of Education Absolute value and ordering task.


https://www.khanacademy.org/math/pre-algebra/negativesabsolute-value-pre-alg/abs-value-pre-alg/v/absolute-value-andnumber-lines Khan Academy Videos

http://algebra4children.com/absolute_value_of_numbers.html
Online quiz

http://www.xpmath.com/forums/arcade.php?do=play&gameid=96
Online game
http://www.cpalms.org/Public/PreviewResource/Preview/36958 Absolute
value lesson plan

http://www.brainpop.com/educators/community/bptopic/absolute-value/ Brain Pop – Absolute Value

http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f
84c80532261 Real World Absolute Value- Ohio Department of Education
Lesson

http://www.sheppardsoftware.com/mathgames/Numberballs_abs
olute_value/numberballsAS2_abs.htm Absolute value game

http://www.uen.org/Lessonplan/preview.cgi?LPid=23470 Utah
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.4
Item Bank:
1) Isaac made a mistake in his checkbook. He wrote a check for $8.98 to rent a video game but mistakenly recorded it in his checkbook as an $8.98 deposit.
a) Represent each transaction with a rational number and explain the difference between the transactions. ̶ $8.98 represents the amount to rent the
video game. $8.98 represents a deposit. The difference between the two transactions is $17.96.
b) On the number line below, locate and label the points that represent the rational numbers listed in part (a). Describe the relationship between these
two numbers. Zero on the number line represents Isaac’s balance before the mistake was made. Check students’ number lines for correct labeling of
intervals and plotting of points. The two numbers are opposites.
c) Use absolute value to explain how a debit of $8.98 and a credit of $8.98 are similar. The absolute values of a credit of $8.98 and a debit of $8.98 are
exactly the same.
[www.engageny.org]
2) Mary manages a company that has been hired to flatten a plot of land. She took several elevation samples from the land and recorded those elevations
below:
Elevation Sample
A
B
C
D
E
F
Elevation
826.5
830.2
832.0
831.1
825.8
827.1
(feet above sea level)
a. The landowner wants the land flat and at the same level as the road that passes in front of it. The road’s elevation is 830 feet above sea level. Describe
in words how elevation samples B, C, and E compare to the elevation of the road. Sample B is two-tenths of a foot above the level of the road. Sample C
is 2 feet above the level of the road. Sample E is 4.2 feet below the level of the road.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.4
Item Bank:
b. The table below shows how some other elevation samples compare to the level of the road:
Elevation Sample
Elevation
(from the road)
G
H
I
J
K
L
3.1
−0.5
2.2
1.3
−4.5
−0.9
c. Indicate which of the values from the table in part (b) is farthest from the elevation of the road. Use absolute value to explain your answer. Sample K is
farthest from the elevation of the road. It’s absolute value of 4.5 puts it 4.5 feet from 0, which is the level of the road.
[www.engageny.org]
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.5
Standard: Know commonly used fractions (halves, thirds, fourths, fifths, eighths, tenths) and their decimal and percent equivalents. Convert between any two
representations (fractions, decimals, percents) of positive rational numbers without the use of a calculator.
Teacher Background Information:
 http://www.learner.org/courses/learningmath/number/session9/index.html Annenberg Learner mini unit
 Students should memorized the commonly used fractions listed above. They will need to use long division to convert any other fractions. Students will
need to be able to simplify decimals in fractional form.
Lesson Plans/Print Activities:
Web-based Practice:
 https://www.engageny.org/resource/grade-7-mathematics-module-2topic-b-lesson-13 Students understand that the context of a real-life
 http://www.bbc.co.uk/skillswise/game/ma18comp-gamesituation often determines whether a rational number should be
percentages-and-fractions-side-by-side Percentage and Fractions,
represented as a fraction or decimal.
Side by Side

https://www.engageny.org/resource/grade-7-mathematics-module-2topic-b-lesson-14 Students understand that every rational number can be
converted to a decimal.

http://www.ciese.org/ciesemath/Repeat&TerminateLesson.pdf Lesson on
Repeating and Terminating Decimals

http://www.learnalberta.ca/content/mejhm/html/video_interactives/frac
tions/fractionsSmall.html video, interactive and print activity


http://www.bbc.co.uk/schools/mathsfile/shockwave/games/saloo
nsnap.html Saloon Snap

http://www.toonuniversity.com/flash.asp?err=198 Comparing
Fractions and Decimals

http://pbskids.org/cyberchase/games/percent/ Mission Magnetite

http://nlvm.usu.edu/en/nav/frames_asid_160_g_2_t_1.html?open
=activities National Library of Virtual Manipulatives – exploration
of percentages

http://mrnussbaum.com/deathdecimals/ Death to Decimals
http://www.learnalberta.ca/content/mejhm/html/video_interactives/per
centages/percentagesSmall.html video, interactive and print activity

http://www.learnalberta.ca/Launch.aspx?content=/content/mesg/html/
math6web/math6shell.html video, interactive and print activity

http://www.bbc.co.uk/skillswise/topic-group/fractions-and-percentages
video, interactive and print activity
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.5
Item Bank:
1) Ms. Hendricks asked her students how they get to school each day. She collected their answers and determined the following results. [Ohio Dept. of
Education]



Half of her students take the bus.
1
of her students walk.
5
The rest of her students ride with their parents.
a. What percent of the students take the bus? 50%
b. What percent of the students walk? Explain how you know that your answer is correct. 20%. One-fifth is equivalent to 20/100, which is equivalent to 20%.
c. What percent of the students ride with their parents? Show or explain how you got your answer. 30%. 70% (the total percent of students who take the bus and
walk) from 100% leaves 30%.
2) Which of the following numbers is not equivalent to 40%? [Ohio Dept. of Education] Answer: A
2
4
A. 0.04
B. 0.40
C.
D.
5
10
3) A plumber spent 0.5 hour repairing a faucet. Which of the following fractions is not equivalent to 0.5? [Ohio Dept. of Education] Answer: C
1
2
3
5
A.
B.
C.
D.
2
4
5
10
4) Write the decimal 0.75 as a simplified fraction and a percent:
0.75 = ____________ = ____________ Answers: 0.75 =
3
= 75%
4
[Indiana Standards Resources Classroom Assessments]
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.5
Item Bank:
For Questions 5 through 10, complete the chart by filing in the appropriate fraction, decimal, or percent equivalent.
Fraction
Decimal
Percent
1
2
0.5
50%
5.
0.75
7.
8.
9.
2
5
Answers: 5)
3
4
6) 75%
7)
1
4
8) 0.25
9) 0.4
6.
25%
10.
10) 40%
[Indiana Standards Resources Classroom Assessments]
Indianapolis Public Schools
Curriculum and Instruction