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. 6.NS.C.6: Understand a rational number as a point on the number line.6.NS.C.5: 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.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.For example, express 36 + 8 as 4 (9 + 2). 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. 6.NS.B.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12.Add, subtract, multiply, or divide two decimals: word problems.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.Divide numbers ending in zeroes: word problems.Divide whole numbers - 2-digit divisors.Divide whole numbers - 3-digit divisors.6.NS.B.2: Fluently divide multi-digit numbers using the standard algorithm.6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.Divide fractions by whole numbers in recipes.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. 6.NS.A.1: 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.6.NS.A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
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