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(RP) RATIOS AND PROPORTIONAL RELATIONSHIPS

MAT-06.RP.02

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: TOPIC

MAT-06.RP.02 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

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.”

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-8.5.6 Solve problems involving rates; i.e., speed equals distance divided by time (miles per hour)

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.RP.03

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

MAT-06.RP.03 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

  • a. Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
  • b. Solve unit rate problems including those involving unit pricing and constant speed.
  • c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
  • d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Student Learning Targets:

Knowledge Targets

  • I can convert ratios to percents.

Reasoning Targets

  • I can determine the relationship between two or more ratios.
  • I can determine equivalent ratios.
  • I can determine equivalent relationships between ratios.
  • I can compare equivalent ratios to find missing values in a table.
  • I can solve real world problems involving ratios and rates.
  • I can solve real-world problems involving ratios and percents.
  • I can determine if rates are equivalent.

Skills Domain (Performance) Targets

  • I can make tables of equivalent ratios relating quantities with whole-number measurements.
  • I can graph points of equivalent ratios on a coordinate plan.
  • I can calculate unit rates.
  • I can manipulate units appropriately when multiplying and dividing.
  • I can establish ratios to convert measurements within a system.

Proficiency Scale

Please refer to the proficiency scales attached to standards MAT-06.RP.3b | MAT-06.RP.3c | MAT-06.RP.3d |

Resources

Websites

PDF document MAT-06_RP_03b Proficiency Scale.pdf
PDF document MAT-06_RP_03d Proficiency Scale.pdf
PDF document MAT-06_RP_03c Proficiency Scale.pdf

MAT-06.RP.03.a

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

MAT-06.RP.03.a Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Student Learning Targets:

Reasoning Targets

  • I can determine the relationship between two or more ratios.
  • I can determine equivalent ratios.
  • I can determine equivalent relationships between ratios.
  • I can compare equivalent ratios to find missing values in a table.

Skills Domain (Performance) Targets

  • I can graph points of equivalent ratios on a coordinate plane.

Product Targets

  • I can make tables of equivalent ratios relating quantities with whole-number measurements.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

PDF document MAT-06_RP_03a Proficiency Scale.pdf
Word 2007 document 6 RP 3a proficiency scale 2014.docx

MAT-06.RP.03.b

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

MAT-06.RP.03.b Solve unit rate problems including those involving unit pricing and constant speed.

For example, If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Student Learning Targets:

Skills Domain (Performance) Targets

  • I can calculate unit rates.
  • I can solve real world problems involving ratio and rate.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

PDF document MAT-06_RP_03b Proficiency Scale.pdf
Word 2007 document 6.RP.3b proficiency scale 2014.docx

MAT-06.RP.03.c

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

MAT-06.RP.03.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Student Learning Targets:

Reasoning Targets

  • I can convert ratios to percents.

Skills Domain (Performance) Targets

  • I can solve real-world problems involving ratios and percents.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

PDF document MAT-06_RP_03c Proficiency Scale.pdf
Word 2007 document 6.RP.3c proficiency scale 2014.docx

MAT-06.RP.03.d

6th Grade MAT Targeted Standards
Domain (RP) Ratios and Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

MAT-06.RP.03.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Student Learning Targets:

Reasoning Targets

  • I can determine if rates are equivalent.

Skills Domain (Performance) Targets

  • I can manipulate units appropriately when multiplying and dividing.
  • I can establish ratios to convert measurements within a system.

Proficiency Scale

Link to Proficiency Scale PDF

Resources

Websites

 

PDF document MAT-06_RP_03d Proficiency Scale.pdf
Word 2007 document 6.RP.3d proficiency scale 2014.docx

(SP) STATISTICS AND PROBABILITY

MAT-06.SP

BPSS-MAT logoDomain (SP)

Statistics and Probability

 Narrative for the (SP) Statistics and Probability

In the future this will contain narratives and other information about the Domain.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-06.SP.01

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.01 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.

For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.02

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.02 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

MAT-06.SP.03

6th Grade MAT Targeted Standards
Domain (SP) Statistics and Probability
Cluster: Develop understanding of statistical variability

MAT-06.SP.03 Recognize that a measure of center for a numerical data set summarizes all of its values using a single number, while a measure of variation describes how its values vary with a single number.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills Domain (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

Comparison to ND 2005 Mathematics Standards/Benchmark

**MAT-7.3.1 Formulate a question; collect, organize, and display data using a bar, line, and circle graph

**MAT-8.3.5 Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range

  • *** Indicates strong content alignment from Common Core Standards to North Dakota Content Standards
  • ** Indicates partial content alignment from Common Core Standards to North Dakota Content Standards
  • * Indicates weak content alignment from Common Core Standards to North Dakota Content Standards

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