MA.6.AR.2.4

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.6.NSO.2.1
• MA.6.NSO.2.2
• MA.6.NSO.2.3
• MA.6.GR.1.2
• MA.6.GR.1.3

Terms from the K-12 Glossary

• Dividend
• Divisor
• Equation
• Equal Sign
• Number Line

Vertical Alignment

Previous Benchmarks

• MA.5.NSO.2.5
• MA.5.FR.2.1
• MA.5.AR.2.3

Next Benchmarks

• MA.7.AR.2.2

Purpose and Instructional Strategies

• Thinking through the lens of fact families can help students think flexibly about number relationships to determine the unknown value (MTR.5.1).
• This benchmark allows for fractions in equations to include unlike denominators.
• The benchmark expects students to reason and use mental math to build their number sense. Students should not follow a specific set of steps to solve.
• Variables are not limited to $x$; instruction includes using a variety of lowercase letters for their variables; however, $o$, $i$ and $l$ should be avoided as they too closely resemble zero and one.

Common Misconceptions or Errors

• Students may not see the connection to mental mathematics within the benchmark and instead try to apply rules and procedures when finding an unknown quantity.

Strategies to Support Tiered Instruction

• Instruction includes the use of fact family prompts of whole numbers to help guide students reasoning with positive rational numbers.
  • For example, the connection can be made between determining the unknown in the equation 3 ×   = 15 and in the equation $\frac{\text{1}}{\text{3}}$ × = $\frac{\text{1}}{\text{15}}$.
• Teacher provides opportunities for students to identify the relationship between the provided numbers and then co-solve the equation to determine the unknown.

Instructional Tasks

• Given the equation 0.5 = $\frac{\text{<math><mi>c</mi></math>}}{\text{0.15}}$, describe a process or create a visual to explain how you can determine the value of $c$.

• If $\frac{\text{2}}{\text{9}}$ + $g$ = $\frac{\text{8}}{\text{9}}$, what value of g makes the equation true? Support your response with evidence.

• A solar panel can generate $\frac{\text{8}}{\text{25}}$ of a kilowatt of power. The average store needs to generate about 30 kilowatts of power.
  • Part A. Write an equation to determine how many solar panels a store needs on its roof.
  • Part B. How many solar panels does a store need?

Instructional Items

• Determine the value of $m$ in the equation 0.15$m$ = 0.60.

• Given the equation $p$ −$\frac{\text{3}}{\text{5}}$ = $\frac{\text{7}}{\text{10}}$, what value of $p$ could be a solution to the equation?

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