Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Number:**MAFS.6.RP.1

**Title:**Understand ratio concepts and use ratio reasoning to solve problems. (Major Cluster)

**Type:**Cluster

**Subject:**Mathematics - Archived

**Grade:**6

**Domain-Subdomain:**Ratios & Proportional Relationships

## Related Standards

## Related Access Points

## Access Points

## Related Resources

## Educational Game

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Perspectives Video: Expert

## Perspectives Video: Professional/Enthusiasts

## Perspectives Video: Teaching Ideas

## Problem-Solving Tasks

## Student Center Activity

## Teaching Ideas

## Text Resource

## Tutorials

## Video/Audio/Animations

## Virtual Manipulatives

## Worksheets

## Student Resources

## Original Student Tutorials

Help Lily identify and create equivalent ratios in this interactive tutorial.

Type: Original Student Tutorial

Learn how to identify and calculate unit rates by helping Milo find prices per item at a farmer's market in this interactive tutorial.

Type: Original Student Tutorial

You will organize information in a table and write ratios equivalent to a given ratio in order to solve real-world and mathematical problems in this interactive tutorial.

Type: Original Student Tutorial

## Educational Game

This is a fun and interactive game that helps students practice ordering rational numbers, including decimals, fractions, and percents. You are planting and harvesting flowers for cash. Allow the bee to pollinate, and you can multiply your crops and cash rewards!

Type: Educational Game

## Problem-Solving Tasks

The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.

Type: Problem-Solving Task

This problem asks the student to find a 3% sales tax on a vase valued at $450.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

The purpose of this task is converting square units. Use the information provided to answer the questions posed. Since this task asks students to critique Jada's reasoning, it provides an opportunity to work on Standard for Mathematical Practice - Construct Viable Arguments and Critique the Reasoning of Others.

Type: Problem-Solving Task

Students are asked to use a ratio to determine how much money Jim and Jesse had at the start of their trip.

Type: Problem-Solving Task

Students are asked to determine the percent of the area of a store covered by a security camera. Then, students are asked to determine the "best" place to position the camera and support their answer.

Type: Problem-Solving Task

Use the information provided to find out the original price of Selina's shirt. There are several different ways to reason through this problem; two approaches are shown.

Type: Problem-Solving Task

This problem is the fifth in a series of seven about ratios. At first glance the problem may look to be beyond , which limits itself to "describe a ratio relationship between two quantities." However, even though there are three quantities (the number of each candidates' votes), they are only considered two at a time.

Type: Problem-Solving Task

This is the sixth problem in a series of seven that use the context of a classroom election. While it still deals with simple ratios and easily managed numbers, the mathematics surrounding the ratios are increasingly complex. In this problem, the students are asked to determine the difference in votes received by two of the three candidates.

Type: Problem-Solving Task

This is the last problem of seven in a series about ratios set in the context of a classroom election. Since the number of voters is not known, the problem is quite abstract and requires a deep understanding of ratios and their relationship to fractions.

Type: Problem-Solving Task

This problem is the third in a series of tasks set in the context of a class election. Students are given a ratio and total number of voters and are asked to determine the difference between the winning number of votes received and the number of votes needed for victory.

Type: Problem-Solving Task

This is the first and most basic problem in a series of seven problems, all set in the context of a classroom election. Students are given a ratio and total number of voters and are asked to determine the number of votes received by each candidate.

Type: Problem-Solving Task

This is the second in a series of tasks that are set in the context of a classroom election. It requires students to understand what ratios are and apply them in a context. The simple version of this question just asked how many votes each gets. This has the extra step of asking for the difference between the votes.

Type: Problem-Solving Task

This is the fourth in a series of tasks about ratios set in the context of a classroom election. Given only a ratio, students are asked to determine the fractional difference between votes received and votes required.

Type: Problem-Solving Task

The purpose of this task is to have students convert multiple currencies to answer the problem. Students may find the CDN abbreviation for Canada confusing. Teachers may need to explain the fact that money in Canada is also called dollars, so to distinguish them, we call them Canadian dollars.

Type: Problem-Solving Task

Use the information provided to find out what percentage of Dana's lot won't be covered by the house.

Type: Problem-Solving Task

This task asks the students to solve a real-world problem involving unit rates (data per unit time) using units that many teens and pre-teens have heard of but may not know the definition for. While the computations involved are not particularly complex, the units will be abstract for many students. The first solution relies more on reasoning about the meaning of multiplication and division, while the second solution uses units to help keep track of the steps in the solution process.

Type: Problem-Solving Task

Students are asked to use knowledge of rates and ratios to answer a series of questions involving time, distance, and speed.

Type: Problem-Solving Task

Students are asked to write complete sentences to describe ratios for the context.

Type: Problem-Solving Task

Students are asked to determine if two different ratios are both appropriate for the same context.

Type: Problem-Solving Task

Given a ratio, students are asked to determine how much of each ingredient is needed to make concrete.

Type: Problem-Solving Task

This problem provides an interesting geometric context to work on the notion of percent. Two different methods for analyzing the geometry are provided: the first places the two squares next to one another and then moves one so that they overlap. The second solution sets up an equation to find the overlap in terms of given information which reflects the mathematical ideas described in cluster MAFS.6.EE.2 - Reason about and solve one-variable equations and inequalities.

Type: Problem-Solving Task

Students are asked to use a given ratio to determine if two different interpretations of the ratio are correct and to determine the maximum quantity that could be purchased within a given context.

Type: Problem-Solving Task

Students are asked apply knowledge of ratios to answer several questions regarding speed, distance and time.

Type: Problem-Solving Task

## Student Center Activity

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Type: Student Center Activity

## Tutorials

In this video, watch as we solve this word problem using what we know about equivalent ratios.

Type: Tutorial

In this video, a ratio is given and then applied to solve a problem.

Type: Tutorial

In the video, we find the percent when given the part and the whole.

Type: Tutorial

This video demonstrates how to find percent of a whole number.

Type: Tutorial

You're asked to find the whole when given the part and the percent.

Type: Tutorial

This video demonstrates how to write a decimal as a percent.

Type: Tutorial

This video demonstrates solving a unit price problem using equivalent ratios.

Type: Tutorial

This video deals with what percent really means by looking at a 10 by 10 grid.

Type: Tutorial

This video demonstrates a visual model of a percent greater than 100.

Type: Tutorial

In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units.

Type: Tutorial

## Video/Audio/Animations

Percentages are one method of describing a fraction of a quantity. the percent is the numerator of a fraction whose denominator is understood to be one-hundred.

Type: Video/Audio/Animation

Ratio errors confuse one of the coaches as two teams face off in an epic dodgeball tournament. See how mathematical techniques such as tables, graphs, measurements and equations help to find the missing part of a proportion.

Atlantean Dodgeball addresses number and operations standards, the algebra standard, and the process standard, as established by the National Council of Teachers of Mathematics (NCTM). It guides students in:

- Understanding and using ratios and proportions to represent quantitative relationships.
- Relating and comparing different forms of representation for a relationship.
- Developing, analyzing, and explaining methods for solving problems involving proportions, such as scaling and finding equivalent ratios.
- Representing, analyzing, and generalizing a variety of patterns with tables, graphs, words, and, when possible, symbolic rules.

Type: Video/Audio/Animation

## Virtual Manipulative

In this online activity, students apply their understanding of proportional relationships by adding circles, either colored or not, to two different piles then combine the piles to produce a required percentage of colored circles. Students can play in four modes: exploration, unknown part, unknown whole, or unknown percent. This activity also includes supplemental materials in tabs above the applet, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

## Parent Resources

## Problem-Solving Tasks

The goal of this task is to give students a context to investigate large numbers and measurements. Students need to fluently convert units with very large numbers in order to successfully complete this task. The total number of pennies minted either in a single year or for the last century is phenomenally large and difficult to grasp. One way to assess how large this number is would be to consider how far all of these pennies would reach if we were able to stack them one on top of another: this is another phenomenally large number but just how large may well come as a surprise.

Type: Problem-Solving Task

This problem asks the student to find a 3% sales tax on a vase valued at $450.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to solve a challenging multistep percentage problem that can be approached in several different ways. Students are asked to find the cost of a meal before tax and tip when given the total cost of the meal. The task can illustrate multiple standards depending on the prior knowledge of the students and the approach used to solve the problem.

Type: Problem-Solving Task

The purpose of this task is converting square units. Use the information provided to answer the questions posed. Since this task asks students to critique Jada's reasoning, it provides an opportunity to work on Standard for Mathematical Practice - Construct Viable Arguments and Critique the Reasoning of Others.

Type: Problem-Solving Task

Students are asked to use a ratio to determine how much money Jim and Jesse had at the start of their trip.

Type: Problem-Solving Task

Students are asked to determine the percent of the area of a store covered by a security camera. Then, students are asked to determine the "best" place to position the camera and support their answer.

Type: Problem-Solving Task

Use the information provided to find out the original price of Selina's shirt. There are several different ways to reason through this problem; two approaches are shown.

Type: Problem-Solving Task

This problem is the fifth in a series of seven about ratios. At first glance the problem may look to be beyond , which limits itself to "describe a ratio relationship between two quantities." However, even though there are three quantities (the number of each candidates' votes), they are only considered two at a time.

Type: Problem-Solving Task

This is the sixth problem in a series of seven that use the context of a classroom election. While it still deals with simple ratios and easily managed numbers, the mathematics surrounding the ratios are increasingly complex. In this problem, the students are asked to determine the difference in votes received by two of the three candidates.

Type: Problem-Solving Task

This is the last problem of seven in a series about ratios set in the context of a classroom election. Since the number of voters is not known, the problem is quite abstract and requires a deep understanding of ratios and their relationship to fractions.

Type: Problem-Solving Task

This problem is the third in a series of tasks set in the context of a class election. Students are given a ratio and total number of voters and are asked to determine the difference between the winning number of votes received and the number of votes needed for victory.

Type: Problem-Solving Task

This is the first and most basic problem in a series of seven problems, all set in the context of a classroom election. Students are given a ratio and total number of voters and are asked to determine the number of votes received by each candidate.

Type: Problem-Solving Task

This is the second in a series of tasks that are set in the context of a classroom election. It requires students to understand what ratios are and apply them in a context. The simple version of this question just asked how many votes each gets. This has the extra step of asking for the difference between the votes.

Type: Problem-Solving Task

This is the fourth in a series of tasks about ratios set in the context of a classroom election. Given only a ratio, students are asked to determine the fractional difference between votes received and votes required.

Type: Problem-Solving Task

The purpose of this task is to have students convert multiple currencies to answer the problem. Students may find the CDN abbreviation for Canada confusing. Teachers may need to explain the fact that money in Canada is also called dollars, so to distinguish them, we call them Canadian dollars.

Type: Problem-Solving Task

Use the information provided to find out what percentage of Dana's lot won't be covered by the house.

Type: Problem-Solving Task

This task asks the students to solve a real-world problem involving unit rates (data per unit time) using units that many teens and pre-teens have heard of but may not know the definition for. While the computations involved are not particularly complex, the units will be abstract for many students. The first solution relies more on reasoning about the meaning of multiplication and division, while the second solution uses units to help keep track of the steps in the solution process.

Type: Problem-Solving Task

Students are asked to use knowledge of rates and ratios to answer a series of questions involving time, distance, and speed.

Type: Problem-Solving Task

Students are asked to write complete sentences to describe ratios for the context.

Type: Problem-Solving Task

Students are asked to determine if two different ratios are both appropriate for the same context.

Type: Problem-Solving Task

Given a ratio, students are asked to determine how much of each ingredient is needed to make concrete.

Type: Problem-Solving Task

This problem provides an interesting geometric context to work on the notion of percent. Two different methods for analyzing the geometry are provided: the first places the two squares next to one another and then moves one so that they overlap. The second solution sets up an equation to find the overlap in terms of given information which reflects the mathematical ideas described in cluster MAFS.6.EE.2 - Reason about and solve one-variable equations and inequalities.

Type: Problem-Solving Task

Students are asked to use a given ratio to determine if two different interpretations of the ratio are correct and to determine the maximum quantity that could be purchased within a given context.

Type: Problem-Solving Task

Students are asked apply knowledge of ratios to answer several questions regarding speed, distance and time.

Type: Problem-Solving Task

In this activity students calculate the ratio of chocolate to cereal when making a cake. Students then use that ratio to calculate to amount of chocolate and cereal necessary to make 21 cakes.

Type: Problem-Solving Task

## Video/Audio/Animation

Ratio errors confuse one of the coaches as two teams face off in an epic dodgeball tournament. See how mathematical techniques such as tables, graphs, measurements and equations help to find the missing part of a proportion.

Atlantean Dodgeball addresses number and operations standards, the algebra standard, and the process standard, as established by the National Council of Teachers of Mathematics (NCTM). It guides students in:

- Understanding and using ratios and proportions to represent quantitative relationships.
- Relating and comparing different forms of representation for a relationship.
- Developing, analyzing, and explaining methods for solving problems involving proportions, such as scaling and finding equivalent ratios.
- Representing, analyzing, and generalizing a variety of patterns with tables, graphs, words, and, when possible, symbolic rules.

Type: Video/Audio/Animation