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View all PreK12 NYS Learning Standards in a dropdown list format.










Standard Area  TECH: Learning Standards for Technology
(see MST standards under Previous Standard Versions) 






















Emphasis: MStandard  6.NS.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 3/4cup 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?



Emphasis: AStandard  6.NS.2:
Fluently divide multidigit numbers using the standard algorithm. 
Emphasis: AStandard  6.NS.3:
Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation. 
Emphasis: AStandard  6.NS.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 1100 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).



Emphasis: MStandard  6.NS.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 realworld contexts, explaining the meaning of 0 in each situation. 

Component  6.NS.6.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. 
Component  6.NS.6.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. 
Component  6.NS.6.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.



Component  6.NS.7.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. 
Component  6.NS.7.b:
Write, interpret, and explain statements of order for rational numbers in realworld contexts. For example, write 3 oC > 7 oC to express the fact that 3 oC is warmer than 7 oC. 
Component  6.NS.7.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 realworld situation. For example, for an account balance of 30 dollars, write 30 = 30 to describe the size of the debt in dollars. 
Component  6.NS.7.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.


Emphasis: MStandard  6.NS.8:
Solve realworld 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.



