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(NS) The Number System

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MAT-06.NS

BPSS-MAT logoDomain (NS)

The Number System

Narrative for the (NS) The Number System

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.NS.01

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of multiplication and division to divide fractions by fractions

MAT-06.NS.01 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.). How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

Student Learning Targets:

Reasoning Targets

  • I can interpret quotients of fractions.

Skills Domain (Performance) Targets

  • I can solve word problems involving division of fractions by fractions.
  • I can compute quotients of fractions.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

PDF document MAT-06_NS_01 Proficiency Scale.pdf
Word 2007 document 6.NS.1 proficiency scale 2014.docx

MAT-06.NS.02

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.02 Fluently divide multi-digit numbers using the standard algorithm.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-5.1.22 Divide multi-digit numbers by two-digit numbers with or without remainders

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.03

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.03 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can add multi-digit decimals.
  • I can subtract multi-digit decimals.
  • I can multiply multi-digit decimals.
  • I can divide multi-digit decimals using the standard algorithm for each operation

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

PDF document MAT-06_NS_03 Proficiency Scale.pdf
Word 2007 document 6.NS.3 proficiency scale 2014.docx

MAT-06.NS.04

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.04 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two wholenumbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

For example, express 36 + 8 as 4 (9 + 2).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-5.1.18 Determine least common multiple

**MAT-6.1.5 Generate a list of factors, prime factors, and multiples

  • **MAT-7.1.3. Use prime factorization to determine the greatest common factor and least common multiple
  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.05

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Compute fluently with multi-digit numbers and find common factors and multiples

MAT-06.NS.05 Understand that 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.

Student Learning Targets:

Knowledge Targets

 

  • I can explain the meaning of 0 in each situation.
  • I can describe quantities having opposite directions or values.

Skills Domain (Performance) Targets

 

  • I can use positive and negative numbers to represent quantities in real-world context.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

PDF document MAT-06_NS_05 Proficiency Scale.pdf
Word 2007 document 6.NS.5 proficiency scale 2014.docx

MAT-06.NS.06

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

MAT-06.NS.06 Understand 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.

  • a. 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.
  • 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

***MAT-6.2.4 Use ordered pairs to locate a point on a coordinate plane

**MAT-5.1.5. Place integers on a number line

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.NS.06.a

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand 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.

MAT-06.NS.06.a 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.NS.06.b

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand 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.

MAT-06.NS.06.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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

MAT-06.NS.06.c

6th Grade MAT Targeted Standards
Domain (NS) The Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers

Understand 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.

MAT-06.NS.06.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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

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