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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 :
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
- 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
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Expert
Perspectives Video: Professional/Enthusiasts
Problem-Solving Tasks
Tutorials
Virtual Manipulative
STEM Lessons - Model Eliciting Activity
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.
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.
In this Model Eliciting Activity, MEA, the students will rank the local produce markets by using qualitative and quantitative data. The students will have to calculate unit rates of produce prices and then compare and order them.
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 Model Eliciting Activity, MEA, students will choose the best location for a family relocating and will find the monthly costs per month to make the best decision.
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.
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 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.
Original Student Tutorials Mathematics - Grades 6-8
Learn how to identify and calculate unit rates by helping Milo find prices per item at a farmer's market in this interactive tutorial.
Student Resources
Original Student Tutorial
Learn how to identify and calculate unit rates by helping Milo find prices per item at a farmer's market in this interactive tutorial.
Type: Original Student Tutorial
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
Tutorial
This video demonstrates solving a unit price problem using equivalent ratios.
Type: Tutorial
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
