M.6.SR.NS.8

Puts the four-quadrant grid to work, and gives absolute value its first job as a distance.

Not yet reviewed by a teacher

Builds on

Where to go for intervention

Grade 6

M.6.Q.NS.6PriorityPlacing points in four quadrants comes first. Solving problems with them and finding distances comes next.Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to place any number (integer or rational, positive or negative) on the line (horizontal or vertical), and in the plane.M.6.Q.NS.7Absolute value as distance from zero is the tool for finding the distance between points that share a coordinate.Understand ordering and absolute value of positive and negative rational numbers.

Grade 5

M.5.SR.G.2PriorityStudents already used first-quadrant graphs to represent situations and said what the coordinates mean. Grade 6 does that in all four quadrants.Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.

M.6.SR.NS.8

Priority

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.

Common Core: 6.NS.C.8

Resources2 IM tasksOSPI

Illustrative Mathematics tasks2

From the Illustrative Mathematics task library, CC BY-NC-SA 4.0

From OSPI

Washington OER Hub · Free, openly licensed materials for M.6.SR.NS.8

Smarter Balanced interim assessment

Grade 6: Rational Number System I · Focused interim block, items 1, 8, 10*, 11*, 12*

A star marks an item aligned to Smarter Balanced claims 2, 3 or 4: problem solving, reasoning or modeling on this content.

On the SBA

PRISM's read

Plotting in all four quadrants, then using coordinates and absolute value to find a horizontal or vertical distance. Most of the items OSPI lists here are starred, so expect them in situations and not as bare plotting.

Smarter Balanced target

Claim 1 (Concepts and Procedures), Target D: Apply and extend previous understandings of numbers to the system of rational numbers.

Major work of the grade, DOK 1, 2.

OSPI's interim connections

Grade 6: Rational Number System I · items 1, 8, 10*, 11*, 12*

A star marks an item aligned to Smarter Balanced claims 2, 3 or 4: problem solving, reasoning or modeling on this content.

Smarter Balanced publishes its claims and targets in its content specifications, written to the Common Core. A 2026 standard reaches them through OSPI's crosswalk. Check them before anything official.

Builds to

Where it goes next

Grade 6

M.6.SR.G.3Finding a side length of a polygon on the coordinate plane uses this same distance method.Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Grade 7

M.7.Q.NS.1The distance between two rational numbers as the absolute value of their difference generalizes this.Efficiently, flexibly, and accurately apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

Grade 8

M.8.SR.G.8Distance between any two points, not just ones that share a coordinate, using the Pythagorean Theorem.Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

Connects to

Taught alongside it, including its supporting standards.

M.6.R.EE.9PriorityGraphing a relationship from its table, in a situation, puts these points to use.Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation.M.6.R.RP.3PriorityPart a plots pairs of equivalent ratios on the coordinate plane.Efficiently, flexibly, and accurately demonstrate understanding of ratio and rate reasoning by solving real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations to find different ways to express the same ratio.