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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Writing Unit Rates worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student writes a ratio or an equivalent rate instead of a unit rate. 
Examples of Student Work at this Level The student:
 Writes 120:130 (or 120 to 130, or 120/130) as the unit rate. The student explains that a ratio is a comparison of two things.
 Explains the ratio 120 to 130 represents Jasmine’s words compared to Scott’s words. Upon questioning, the student says he or she does not know what a unit rate is.
 Changes one minute to 60 seconds and writes 120:60 and 60:130. The student explains he or she followed the order of the words when determining how to write each part of the rate. Upon questioning, the student says he or she forgot what a unit rate is.
 Changes one minute to 60 seconds and writes 120:60 and 130:60. The student explains that the rate is written with the time on bottom. Upon questioning, the student says he or she does not remember what a unit rate is.

Questions Eliciting Thinking What does the ratio 120 to 130 represent?
What is a ratio?
Can you write a ratio to represent the comparison between the number of words Jasmine reads and the amount of time it takes her to read them?
Can you write a ratio to represent the comparison between the number of words Scott reads and the amount of time it takes him to read them?
What is a unit rate? 
Instructional Implications Provide direct instruction on unit rates. Compare and contrast ratios and unit rates. Describe ratios as comparisons of two quantities and point out that the quantities may or may not contain the same units of measure. Describe unit rates as comparisons of two quantities and point out that the second part of the ratio must be “one unit.” Make explicit the difference between a ratio (rate) and a unit rate. Emphasize the meaning of unit rates in context and the use of unit rate language (e.g., “for each one,” “per one”) when interpreting or describing their meaning. Give the student additional opportunities to write and describe unit rates in context. 
Making Progress 
Misconception/Error The student thinks a unit rate is a comparison of some quantity to one unit, regardless if the one unit is the first part or the second part of the comparison. 
Examples of Student Work at this Level The student writes 120 words/minute and one minute/130 words.
Upon questioning, the student explains that a unit rate has to be a comparison of some amount to one. The student says he or she followed the wording to determine the order.

Questions Eliciting Thinking What is a unit rate?
Does it matter what part of the comparison is one unit?
How will you decide which part of the comparison is the one unit? 
Instructional Implications Clarify the definition of a unit rate as a comparison of two quantities and point out that the second part of the comparison must be “one unit.” Provide some examples and nonexamples. Emphasize the meaning of unit rates in context and the use of unit rate language (e.g., “for each one,” “per one”) when interpreting or describing their meaning. Consider using MFAS task Identifying Unit Rates (6.RP.1.2) for further assessment. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student provides correct unit rates for both questions writing 120 words per minute and 130 words per minute.
Upon questioning, the student defines a unit rate as a comparison of some quantity to one unit. The student clarifies that the “one unit” must be the second part of the comparison.

Questions Eliciting Thinking Does it matter which part of the comparison is one unit?
Could a unit rate be written in the form of 1:x as well as x:1? Why or why not? 
Instructional Implications Give the student a rate (e.g., 400 words in 4 minutes or 600 words in 5 minutes) and ask him or her to determine the unit rate. Consider implementing CPalms Lesson Plan Is It Fair? (ID# 46161).
Pair the student with a Moving Forward partner. Have the student compare and contrast rates and unit rates with his or her partner. Provide the pair with some additional opportunities to practice writing unit rates and describing unit rates using appropriate language. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Writing Unit Rates worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.