4.
Interpret and compute quotients of fractions, and solve word problems involving division of
fractions, e.g., by using visual fraction models and equations to represent the problem.
[6-NS1]
Examples: 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?
Compute fluently with multi-digit numbers and find common factors and multiples.
5.
Fluently divide multi-digit numbers using the standard algorithm.
[6-NS2]
6.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
[6-NS3]
7.
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.
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-NS4]
Example:
Express 36 + 8 as 4(9 + 2).
Apply and extend previous understandings of numbers to the system of rational numbers.
8.
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-NS5]
9.
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.
[6-NS6]
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.
[6-NS6a]
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.
[6-NS6b]

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