*For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”*

### General Information

**Subject Area:**Mathematics

**Grade:**6

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

**Cluster:**Level 2: Basic Application of Skills & Concepts

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

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.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved

**Assessed:**Yes

### Test Item Specifications

**Assessment Limits :**

Items using the comparison of a ratio will use whole numbers. Rates can be expressed as fractions, with “:” or with words. Items may involve mixed units within each system (e.g. convert hours/min to seconds). Context itself does not determine the order. Name the amount of either quantity in terms of the other as long as one of the values is one unit.**Calculator :**No

**Context :**Required

### Sample Test Items (2)

**Test Item #:**Sample Item 1**Question:**Which statement describes a unit rate?**Difficulty:**N/A**Type:**MC: Multiple Choice

**Test Item #:**Sample Item 2**Question:**Dominic is buying candy by the pound for a party. For every 10 pounds of candy he buys, he pays $12.What is the cost, per pound, for the candy?

**Difficulty:**N/A**Type:**EE: Equation Editor

## Related Courses

## Related Access Points

## Related Resources

## Assessments

## Formative Assessments

## Lesson Plans

## Perspectives Video: Expert

## Perspectives Video: Professional/Enthusiasts

## Problem-Solving Tasks

## Unit/Lesson Sequence

## Virtual Manipulative

## STEM Lessons - Model Eliciting Activity

This MEA requires students to formulate a comparison-based solution to a problem involving choosing the best day care center in the neighborhood for the residents of Dream Living Housing Community. 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.

In this MEA, the students will be able to convert measurements within systems and between systems. They will be able to use problem solving skills to create a process for ranking orange juices for a Bed and Breakfast.

The students will rank the local produce markets by using qualitative and quantitative data. The students will have to calculate unit rates and compare and order them.

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

## MFAS Formative Assessments

Students write and explain the meaning of a ratio and corresponding unit rate in the context of a word problem.

Students are asked to explain the meaning of given rates and identify any that are unit rates.

Students are given verbal descriptions of rates and asked to write them as unit rates.

## Student Resources

## Problem-Solving Tasks

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

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

## Parent Resources

## Problem-Solving Tasks

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

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

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