Getting Started 
Misconception/Error The student identifies a unit rate based on the wording not the numbers. 
Examples of Student Work at this Level The student identifies statements A and B as unit rates because both statements consist of the phrase “miles an hour” or “miles per hour.” Upon questioning, the student explains that unit rates are expressed in mph.
The student identifies statements A and B as unit rates because both statements use rate language, e.g., “per.” Upon questioning, the student explains that statement C is not a unit rate because “time goes on the bottom.”

Questions Eliciting Thinking Why did you say number one (or two) is a unit rate?
What makes it a unit rate?
What is a unit rate?
What is a rate? 
Instructional Implications Provide direct instruction on unit rates. Although the student uses rate language, he or she does not understand what a unit rate is. Make explicit the difference between rate and unit rate. Describe rates as comparisons of two quantities; and describe unit rates as comparisons of one quantity to one unit of another quantity. Emphasize the meaning of unit rates in context and the use of unit rate language (e.g., “for each one,” or “per one”) when interpreting or describing their meaning. Give the student additional opportunities to identify unit rates and describe their meaning in context. 
Moving Forward 
Misconception/Error The student identifies a unit rate as a ratio in lowest terms or simplest form. 
Examples of Student Work at this Level The student identifies statements A and C as unit rates because both statements are in lowest terms. The student acknowledges statement B can be reduced to 5:1; however, the student does not mention the “one hour” to be significant. Upon questioning, the student identifies as a unit rate because it is in simplest form.
The student identifies statement C as a unit rate because “it cannot be simplified.” The student explains that statements A and B can be simplified to “1 mile in 12 minutes.”

Questions Eliciting Thinking What is a unit rate?
Is a unit rate? Why or why not? 
Instructional Implications Provide direct instruction on unit rates. Make explicit the difference between “lowest terms” (or “simplest form”) and a term with “one unit.” Describe a unit rate as a comparison of two quantities and point out that the second part of the comparison must be “one unit.” Compare and contrast two rates which can be simplified (e.g., and ). Explain how both examples can be rewritten in lowest terms, but after rewriting, only one will be in the form of a unit rate. Model how to find unit rates for rates that do not easily reduce to (e.g., ). Provide additional opportunities for the student to practice identifying and writing unit rates. 
Almost There 
Misconception/Error The student identifies unit rates as comparisons involving “one unit,” but thinks the “one unit” must always be the hour or must always be the mile. 
Examples of Student Work at this Level The student identifies statement A as a unit rate because it “expresses how much is for one hour.” The student explains that statements B and C do not express unit rates because neither is written “for one hour.”
The student identifies statement C as a unit rate but not statements A and B. The student explains it must say one mile in order to be considered a unit rate.

Questions Eliciting Thinking What is a unit rate?
How can you tell if the statements express a unit rate?
Does the “one unit” have to be miles (hours)?
Is 5 miles/1 hour considered a unit rate?
What is the difference between ?
What is the difference between ? 
Instructional Implications Clarify the definition of a unit rate. Describe unit rates as comparisons of two quantities and emphasize that the second part of the ratio must be the “one” regardless of the unit type. Show the student some examples (e.g., and ). Discuss the meaning of each example and model the use of unit rate language when describing their meanings in context. Provide additional opportunities for the student to demonstrate his or her ability to identify unit rates in a variety of realworld contexts.
Compare and contrast unit rates (a:1) and rates of the form 1:a. Make explicit the significance of the “one” unit as the second part of the comparison. Consider using MFAS task Explaining Rates (6.RP.1.2) for further assessment.
Using a double number line or tape diagram, illustrate how to find two unit rates for a given rate, one of the form a:1 and the other of the form (e.g., pizza per person). Provide guided practice for the student. Pair the student with a Got It partner to compare answers and reconcile differences. 
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 says both A and C express unit rates. The student uses rate language in describing the unit rates and clearly explains why B is not a unit rate.
Upon questioning, the student explains that 10 miles per 2 hours is the same as 5 miles an hour, and then can be written as a unit rate. The student acknowledges unit rates as a comparison in the form of a:1 and not 1:a.

Questions Eliciting Thinking Who is riding at the fastest rate?
Who has gone the farthest in an hour?
Can unit rates be written in the form 1:a? Why or why not? 
Instructional Implications Challenge the student to use given unit rates to solve problems. For example, given that Terrance can ride 5 mph at this rate, how far can he ride in 5 hours? In hours?
Challenge the student to determine two unit rates for a given rate. Pair the student with an Almost There partner and have them practice finding two unit rates for each given rate. Then have the two students take turns interpreting and describing the meaning of each unit rate in context.
Consider implementing MFAS task Book Rates (6.RP.1.2). 