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 understand the meaning of 0 in each situation. For
example, 25 feet below sea level can be represented as –25; 25 feet above sea level can be represented as +25. In this scenario, 0 would represent sea level.
Examples:
 On the same winter morning, the temperature is in Anchorage, Alaska and in Miami, Florida. How many degrees warmer was it in Miami than in Anchorage on
that morning?
 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.
b. How many feet higher is Denver than Death Valley?
c. What would your elevation be if you were standing near the ocean?
Process Standards to Emphasize with Instruction of 6.NS.1:
6.PS.1: Make sense of problems and persevere in solving them.
6.PS.2: Reason abstractly and quantitatively.
6.PS.4: Model with mathematics.
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.
Lesson Plans/Print Activities:
Web-based Practice:


Indiana Math Connects: Lesson 2-9, 11-1
IMPACT Mathematics: Unit K Investigation 1

https://www.engageny.org/resource/grade-6-mathematics-module-3-topic-overview
EngageNY Module 3 Topic A Overview Understanding Positive and Negative Numbers
on a Number Line


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.
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
Indianapolis Public Schools

http://www.learnalberta.ca/content/mesg/html/math
6web/index.html?page=lessons&lesson=m6lessonshel
l06.swf Spy Guys Understanding Integers

https://www.khanacademy.org/math/arithmetic/abso
lute-value/add-sub-negatives/v/negative-numbersintroduction Khan Academy Negative numbers
introduction

https://www.mathsisfun.com/number-line.html
Mathopolis online practice

http://studyjams.scholastic.com/studyjams/jams/mat
h/numbers/integers.htm Study Jams Integers

http://www.virtualnerd.com/common-core/grade6/6_NS-number-system/C/5/positive-negativenumber-definitions Virtual Nerd What are positive and
negative numbers?
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.
Lesson Plans/Print Activities:

https://www.illustrativemathematics.org/illustrations/278 Illustrative
Math Task: Mile High

http://www.pbslearningmedia.org/resource/vtl07.math.number.nums
.lpnegnumb/introduction-to-negative-numbers/ Introduction to
negative numbers lesson plan.

https://learnzillion.com/resources/64218-grade-6-unit-6 Learn Zillion
Unit Extending the Number System

https://learnzillion.com/resources/73060-understand-therelationship-between-positive-and-negative-numbers-6-ns-c-5 Learn
Zillion videos Understand the relationship between positive and
negative numbers
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.1
Readiness I
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
6.NS.1
Readiness II
Indianapolis Public Schools
Curriculum and Instruction