MA.6.A.5.1Archived Standard

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Use equivalent forms of fractions, decimals, and percents to solve problems.

Remarks

Example: John scored 75% on a test and Mary has 8 out of 12 correct on the same test. Each test item is worth the same amount of points. Who has the better score?
General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 6
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - 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)

  • Clarification :
    Students will solve real-world problems involving fractions, decimals, and percents.

    Students will convert between fractions, decimals, and percents to solve real-world problems.
  • Content Limits :
    Items may include different forms of numbers within the same problem (fractions, decimals, and/or percents).

    Percents used in items must be whole numbers less than or equal to 100.

    Items will not include decimals beyond the thousandths place.

    Items will not include solving percent problems involving multiplying by a percent (e.g., finding discounts, simple interest, taxes, tips, and percents of increase or decrease).

    Items involving finding percents of numbers must use percents that are easily converted to fractions, such as fourths, fifths, tenths, or fractions that can be easily simplified (e.g., 9/12).
  • Stimulus Attributes :
    Items should be set in a real-world context.
Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: Mrs. Nelson has 20 students in her classroom. She noticed that 3/10 of the students have blue eyes and 1/2 of the students have brown eyes. The rest of the students have green eyes. What percent of the students in Mrs. Nelson’s class have green eyes?
  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: A school held an election for student body president. When the election was over, the principal announced some facts about the election, as shown below.

    • A total of 800 votes were cast for president
    • 20% of the votes for president were for Brian
    • 3/8 of the votes for president were for Paulette

    The remaining votes for president were for Shirley. What was the total number of votes for Shirley?

  • Difficulty: N/A
  • Type: GR: Gridded-Response

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Can I Have Some Decimals with that Fraction?:

This lesson allows students to explore how to convert fractions and decimals back and forth through the use of transparencies to aid in easy conversion. This is a good lesson to ease into the subject of converting the two, as it uses visual aids and manipulatives.

Type: Lesson Plan

Recognizing Proportional Relationships to Develop Sense of Scale:

This 90-minute lesson (15-minute pre-lesson, 60-minute lesson and 15-minute follow up lesson or homework) asks students to analyze proportional relationships to solve real world and mathematical problems. The examples use recipes, paint, and buildings. Students begin by working individually, then in pairs or threes, and then as a whole class. Student will need calculators, large sheets of paper to make a poster and the lesson materials.

Type: Lesson Plan

Student Resources

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Parent Resources

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