Standard #: MA.6.A.1.3 (Archived Standard)


This document was generated on CPALMS - www.cpalms.org



Solve real-world problems involving multiplication and division of fractions and decimals.


Remarks


This standard includes finding the solution to multi-step problems.

 

Example: How many quarter-pound hamburgers can be made from 3 1/2 pounds of ground beef?



General Information

Subject Area: X-Mathematics (former standards - 2008)
Grade: 6
Body of Knowledge: Algebra
Big Idea: BIG IDEA 1 - Develop an understanding of and fluency with multiplication and division of fractions and decimals.
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes

Test Item Specifications

    Item Type(s): This benchmark may be assessed using: MC , GR item(s)
    N/A

    Clarification :
    Students will solve real-world problems involving multiplication and/or division of fractions and decimals.
    Content Limits :
    Items may include fractions and mixed numbers. 

    Items may include decimals through the hundredths place. 

    Fractions and decimals may not be used in the same item. In fractions that must be simplified, the numerator and denominator must be simplified to lowest terms with no more than two common prime factors, e.g., 2, 3, 5, or 7. 

    Items may include up to three procedural steps. 

    Items may involve checking for reasonableness of answers, especially when dealing with remainders.

    Stimulus Attributes :
    Items should be set in a real-world or mathematical context.

    Graphics may be used, as appropriate.
    Response Attributes :
    For multiple-choice items, options that are fractions should be in simplest form.


Sample Test Items (2)

Test Item # Question Difficulty Type
Sample Item 1 Mr. Nichols wants to store 25½ cups of stew in containers. Each container holds a maximum of 1½ cups of stew. What is the minimum number of containers Mr. Nichols needs to hold all the stew? N/A MC: Multiple Choice
Sample Item 2 The Rolanda family drove 1,600 miles in 3 days. On the first day, they traveled ½ of the total distance. On the second day, they traveled ¼ of the remaining distance.

What was the total distance, in miles, the Rolanda family traveled on the third day? 		N/A GR: Gridded-Response


Related Resources

Lesson Plans

Name Description
Sandy's Candy Machine

In this Model Eliciting Activity (MEA), students will use the 4 operations with decimal numbers and calculate profit (including negative numbers) as well as use the resulting data to help a business owner make decisions about their candy stores.

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

Which Food Should I Feed My Cat?

The students will convert fractions into decimals and multiply to determine the amount of food to feed their assigned cat. Using this amount, they will calculate (division of decimals) the number of servings and the price per serving of cat food. Students will work with three brands of food and enter the data into their charts. Finally, the students will analyze the data to determine the most affordable food.

Problem-Solving Task

Name Description
Space Math - Comparing Planets Orbiting Other Stars

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.

Project

Name Description
Fractions - Cookie Project

This Math Project includes a rubric.
This Math Project includes a permission form.

**** Teacher supplies the hot chocolate for class if you choose to actually do the cookie activity extension.

This activity has two purposes: Math and building a cohesive classroom community. I call these friendship activities and we incorporate activities such as this one into instruction.

Students research from a cookbook, magazine, website, newspaper, etc. a favorite cookie recipe.
Each student copies their recipe on a recipe card (can be an index card).

If you use an index card it can be set up as follows:

Recipe title: _________________ Serves: _______________
Submitted by: ______________________________________
Ingredients:

Procedure:

Research: _________________________________________

The cut the batch to 1/2 and also triple it. This is done on a separate sheet of paper.

Teaching Ideas

Name Description
Baby Whale Formula-SeaWorld Classroom Activity In this problem solving activity, students will practice measuring and making calculations in the context of providing nutrients to a baby whale that was rescued.
Caribou Caravan-SeaWorld Classroom Activity Students will trace the migration route of caribou (reindeer) and learn the animal's natural history.
Space Math - Big Moons and Small Planets

Students use a scale representation of the top 26 small planets and large moons in the solar system to compare their relative sizes to Earth. Students will use simple fractions to solve real world problems.

Feeding Time-SeaWorld Classroom Activity Students determine the cost to feed a group of ocean animals in captivity, thus solving a real-life problem.
Calculating Sharks-SeaWorld Classroom Activity
  • Given data about sharks and the amount of food they eat, students will be able to solve for the unknown in percentage problems.
  • Given information about a shark's growth, students will be able to graph coordinates and interpret a linear graph.
  • Given the conversion factor, students will be able to convert from metric to English units.
Printed On:5/25/2025 6:24:01 AM
Print Page | Close this window