Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals.
Number Rights addresses number and operations standards as well as the process standard, as established by the National Council of Teachers of Mathematics (NCTM).
|2.MS.2||Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of unit chosen.|
|3.NF||Develop understanding of fractions as numbers.|
|3.NF.2||Understand a fraction as a number on the number line; represent fractions on a number line diagram.|
|4.MD||Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.|
|4.NF||Understand decimal notation for fractions, and compare decimal fractions.|
|4.NF.7||Compare two decimals to hundredths by reasoning about their size.|
|5.NBT||Perform operations with multi-digit whole numbers and with decimals to hundredths.|
|5.NBT.7||Add, subtract, multiply and divide decimals to hundredths, using concrete models or drawings or strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.|
|6.NS.5||Understand that positive and negative numbers are used together to describe quantities having opposite directions or values...; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.|
|6.NS.6||Understand a rational number as a point on the number line. Extend the 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.6a||Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of a number is the number itself, e.g. -(-3) = 3, and 0 is its own opposite.|
|6.NS.7||Understand ordering and absolute value of rational numbers.|
|6.NS.7a||Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.|
|6.NS.7b||Write, interpret, and explain statements of order for rational numbers in real-world contexts.|