Videos and solutions to help Grade 6 students learn how to compare and interpret rational numbers' order on the number line, making statements that relate the
numbers' location on the number line to their order.

Related Topics:

Lesson Plans and Worksheets for Grade 6

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 6

Common Core For Grade 6

### New York State Common Core Math Module 3, Grade 6, Lesson 9

Lessons 9 Student Outcomes

• Students compare and interpret rational numbers' order on the number line, making statements that relate the numbers' location on the number line to their order.

• Students apply their prerequisite knowledge of place value, decimals and fractions to compare integers and other rational numbers.

• Students relate integers and other rational numbers to real world situations and problems.

Lesson 9 Summary

• The number associated with the point on the right is greater than the number associated with the point on the left.

• Whichever number is graphed farthest to the left is the smaller number.

Lesson 9 Classwork

Exercises 2

For each problem, determine if you agree or disagree with the representation. Then defend your stance by citing specific details in your writing.

2. Felicia needs to write a story problem that relates to the order in which the numbers −6 1/2 and -10 are represented on a number line. She writes the following:

“During a recent football game, our team lost yards on two consecutive downs. We lost 6 1/2 yards on the first down. During the second down our quarterback was sacked for an additional 10 yard loss. On the number line, I represented this situation by first locating −6 1/2. I located the point by moving 6 1/2 units to the left of zero. Then I graphed the second point by moving 10 units to the left of 0.”

Lesson 9 Problem Set

Write a story related to the points shown in each graph. Be sure to include a statement relating the numbers’ graphs on the number line to their order. Lesson 9 Exit Ticket

1. Interpret the number line diagram shown below and write a statement about the temperature for Tuesday compared to Monday at 11:00 p.m.

2. If the temperature at 11:00 p.m. on Wednesday is warmer than Tuesday's temperature, but still below zero, what is a possible value for the temperature at 11:00 p.m. Wednesday?

**Problem Set**

Write a story related to the points shown in each graph. Be sure to include a statement relating the numbers graphed on the number line to their order.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

Related Topics:

Lesson Plans and Worksheets for Grade 6

Lesson Plans and Worksheets for all Grades

More Lessons for Grade 6

Common Core For Grade 6

Lessons 9 Student Outcomes

• Students compare and interpret rational numbers' order on the number line, making statements that relate the numbers' location on the number line to their order.

• Students apply their prerequisite knowledge of place value, decimals and fractions to compare integers and other rational numbers.

• Students relate integers and other rational numbers to real world situations and problems.

Lesson 9 Summary

• The number associated with the point on the right is greater than the number associated with the point on the left.

• Whichever number is graphed farthest to the left is the smaller number.

Lesson 9 Classwork

Exercises 2

For each problem, determine if you agree or disagree with the representation. Then defend your stance by citing specific details in your writing.

2. Felicia needs to write a story problem that relates to the order in which the numbers −6 1/2 and -10 are represented on a number line. She writes the following:

“During a recent football game, our team lost yards on two consecutive downs. We lost 6 1/2 yards on the first down. During the second down our quarterback was sacked for an additional 10 yard loss. On the number line, I represented this situation by first locating −6 1/2. I located the point by moving 6 1/2 units to the left of zero. Then I graphed the second point by moving 10 units to the left of 0.”

Lesson 9 Problem Set

Write a story related to the points shown in each graph. Be sure to include a statement relating the numbers’ graphs on the number line to their order. Lesson 9 Exit Ticket

1. Interpret the number line diagram shown below and write a statement about the temperature for Tuesday compared to Monday at 11:00 p.m.

2. If the temperature at 11:00 p.m. on Wednesday is warmer than Tuesday's temperature, but still below zero, what is a possible value for the temperature at 11:00 p.m. Wednesday?

Write a story related to the points shown in each graph. Be sure to include a statement relating the numbers graphed on the number line to their order.

Rotate to landscape screen format on a mobile phone or small tablet to use the **Mathway** widget, a free math problem solver that **answers your questions with step-by-step explanations**.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.