Standard #: MAFS.6.RP.1.1 (Archived Standard)

Students are asked to write part-to-part and part-to-whole ratios using values given in a table.

Students are asked to explain the meaning of ratios in the context of problems.

Students are given a scenario involving an additive comparison of two quantities, asked to write a ratio, and explain its meaning.

Students are asked to determine which of three given comparisons contains a correctly computed ratio in a context involving rectangles.

Students will help create a championship volleyball team by selecting 4 volleyball players to be added to open positions on the team. The students will use quantitative (ratios and decimals) and qualitative data to make their decisions.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

In this lesson, students will use Punnett squares to calculate the probabilities of different genotypes and phenotypes produced by genetic crosses.

In this Model Eliciting Activity, MEA, students will utilize mathematical computation skills involving percentages and critical thinking skills to select the best tire deals advertised.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

This MEA requires students to formulate a comparison-based solution to a problem involving choosing the BEST daycare based upon safety, playground equipment, meals, teacher to student ratio, cost, holiday availability and toilet training availability. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client. Students will receive practice on calculating a discount, finding the sum of the discounts, working with ratios and ranking day cares based on the data given.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this MEA students will use problem-solving strategies to determine which car to recommend to Americans living in India.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Students will explore ratios with models; express ratios in fraction form (simplest form), by use of a colon, and with words as a relationship between two quantities.

Students will use proportions to determine how much to charge for a ticket to their concert performance. They will justify the price of tickets based upon the cost of facility rental and the number of tickets they anticipate being able to sell.

This lesson introduces students to the term ratio, its meaning and use, and the various ways in which a ratio can be presented.

Students will be helping Lily Rae find the most efficient delivery route by using speed and distance values to calculate the shortest time to make it to all of her customers.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

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

In this video, Matthew Lawrence describes how mathematical thinking is important for 3D printing with ceramic materials.

Download the CPALMS Perspectives video student note taking guide.

Master candymaker Wes Raley describes the process and science behind making sour fizzy candy. 

Download the CPALMS Perspectives video student note taking guide.

Math - the secret ingredient for an excellent cup of coffee!

Download the CPALMS Perspectives video student note taking guide.

Get revved up about math when this motorcycle mechanic explains compression ratios.

Download the CPALMS Perspectives video student note taking guide.

Let this researcher explain how studying fossils and isotopes can help us understand ancient climate conditions!

Download the CPALMS Perspectives video student note taking guide.

An equestrian describes, nay, explains mathematics principles applied to feeding a horse!

Download the CPALMS Perspectives video student note taking guide.

Dave Rodriguez demonstrates the use of a sling psychrometer to compare wet and dry-bulb temperatures to determine relative humidity.

Download the CPALMS Perspectives video student note taking guide.

Cycling involves a lot of real-time math when you use an on-board computer. Learn about lesson ideas and how computers help with understanding performance.

Download the CPALMS Perspectives video student note taking guide.

Students are provided seven choices and are asked to determine the ratios that are correct for the given context.

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.

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.

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.

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.

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

Use the information provided to find the ratio of boys to girls. Tasks like these help build appropriate connections between ratios and fractions. Students often write ratios as fractions, but in fact we reserve fractions to represent numbers or quantities rather than relationships between quantities. In some textbooks, a distinction is made between a ratio, which is assumed to have a common unit for both quantities, and a rate, which is defined to be a quotient of two quantities with different units (e.g. a ratio of the number of miles to the number of hours).

This NASA lesson utilizes real world data about the size of planets orbiting other stars. Students are asked to use this data to compare the size of the planets to Earth and Jupiter. Lesson includes a visual representation and an answer key.

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.

This informational text resource is intended to support reading in the content area. Although scientists haven't determined a specific reason why one baseball player's hitting streak improves his whole team's performance, they have observed a very real mathematical pattern. There may be many reasons for the phenomenon, but no one has found them out yet.

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

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.

In this video from Math Snacks, a women goes on three dates, after which she analyzes the ratio of how many words she speaks compared to the number of words her date speaks. By attaining a 1:1 ratio of words, she attains her "Happily Ever After." (Apparently, in her eyes, this is the only desirable quality in a man that really matters.) A learner's guide, teachers guide, and transcript of the video is included.

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

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.

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.

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.

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.

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

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.

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

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.

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.

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.

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.

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.

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

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.