Grade 6 The Number System Free Bundle

What’s inside?

• FREE topics on Grade 6 The Number System domain
• FREE Activities
• FREE 10-item quiz
• FREE List of related topics
• FREE access to calculators, interactive flashcards, and MORE!

This fantastic bundle includes FREE worksheets and quiz items about The Number System. These ready-to-use Common Core-aligned, Grade 6 Math worksheets, are perfectly paired with premium End-of-Year test booklets.

Common Core Standards (6.NS)

Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.

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. 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?

Compute fluently with multi-digit numbers and find common factors
and multiples.

2. Fluently divide multi-digit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multi-digit decimals using
   the standard algorithm for each operation.
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. 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).

Apply and extend previous understandings of numbers to the system
of rational numbers.

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. 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.
7. Understand ordering and absolute value of rational numbers.
   a. Interpret statements of inequality as statements about the relative
   position of two numbers on a number line diagram. For example,
   interpret –3 > –7 as a statement that –3 is located to the right of –7 on
   a number line oriented from left to right.
   b. Write, interpret, and explain statements of order for rational
   numbers in real-world contexts. For example, write –3 oC > –7 oC to
   express the fact that –3 oC is warmer than –7 oC.
   c. Understand the absolute value of a rational number as its distance
   from 0 on the number line; interpret absolute value as magnitude
   for a positive or negative quantity in a real-world situation. For
   example, for an account balance of –30 dollars, write |–30| = 30 to
   describe the size of the debt in dollars.
   d. Distinguish comparisons of absolute value from statements about
   order. For example, recognize that an account balance less than –30
   dollars represents a debt greater than 30 dollars.
8. Solve real-world and mathematical problems by graphing points in all
   four quadrants of the coordinate plane. Include use of coordinates and
   absolute value to find distances between points with the same first
   coordinate or the same second coordinate.

Resource Examples

Click any of the example images below to view a larger version.