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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.
- Assessment Limits :
Whole numbers should be used for the quantities. Ratios 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. Limit use of percent to MAFS.6.RP.1.3c. - Calculator :
No
- Context :
Allowable
- Test Item #: Sample Item 1
- Question: Jordan has 3 blue marbles and 8 red marbles.
What is the ratio of blue marbles to red marbles?
- Difficulty: N/A
- Type: MC: Multiple Choice
- Test Item #: Sample Item 2
- Question: Nora’s fruit stand sold 12 fewer pineapples than bananas last week. The
stand sold 48 bananas last week.
Complete the sentences to determine and interpret the ratio of bananas sold to pineapples sold. For each blank, fill in the circle before the word or phrase that is correct.
Last week, the ratio of bananas sold to pineapples sold was:
A. 1:4
B. 3:4
C. 4:1
D. 4:3
E. 4:5
This ratio means that for every
A. 1 banana(s) sold,
B. 3
C. 4
D. 5
the number of pineapples sold was
A. 1
B. 3
C. 4
D. 5
- Difficulty: N/A
- Type: ETC: Editing Task Choice
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Professional/Enthusiasts
Perspectives Video: Teaching Ideas
Problem-Solving Tasks
Student Center Activity
Text Resource
Tutorial
Video/Audio/Animations
STEM Lessons - Model Eliciting Activity
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
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.
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
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
MFAS Formative Assessments
Students are asked to determine which of three given comparisons contains a correctly computed ratio in a context involving rectangles.
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 explain the meaning of ratios in the context of problems.
Students are asked to write part-to-part and part-to-whole ratios using values given in a table.
Original Student Tutorials Mathematics - Grades 6-8
Student Resources
Original Student Tutorial
Help Lily identify and create equivalent ratios in this interactive tutorial.
Type: Original Student Tutorial
Problem-Solving Tasks
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
Students are asked to write complete sentences to describe ratios for the context.
Type: Problem-Solving Task
Student Center Activity
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.
Type: Student Center Activity
Tutorial
In this lesson, students will be viewing a Khan Academy video that will show how to convert ratios using speed units.
Type: Tutorial
Video/Audio/Animation
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.
Type: Video/Audio/Animation
Parent Resources
Problem-Solving Tasks
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
Students are asked to write complete sentences to describe ratios for the context.
Type: Problem-Solving Task
Video/Audio/Animation
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.
Type: Video/Audio/Animation
