(6th Grade Math)
Priority Standards
Supporting Standards
Ratio and Proportions
Concepts/Skills
Learning Targets
Unit : Pacing
Knowledge Targets
CC.6.RP.1 Understand the concept of
a ratio and use ratio language to
describe a ratio relationship between
two quantities. For example, “The
ratio of wings to beaks in the bird
house at the zoo was 2:1, because for
every 2 wings there was 1 beak.”
“For every vote candidate A received,
candidate C received nearly three
votes.”
CC.6.RP.2 Understand the concept of
a unit rate a/b associated with a ratio
a:b with b ≠ 0 (b not equal to zero),
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." (Expectations for unit
rates in this grade are limited to noncomplex fractions.)
CC.6.RP.3 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.
CC.6.RP.3a Make tables of
equivalent ratios relating
quantities with whole-number
measurements, find missing
values in the tables, and plot the
pairs of values on the coordinate
plane. Use tables to compare
ratios.
(1) Define the term ratio and
demonstrate various examples
(written 3 ways) ___ to __
___:____ and ____/____
(1) Know order matters when writing
a ratio
(1) Know ratios can be simplified
CC.6.RP.3b 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?
(1) Know ratios compare two
quantities: the quantities do not
have to be the same unit of measure
CC.6.RP.3c 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.
(2) Identify and calculate a unit rate
(1) Recognize that ratios appear in a
variety of different context: part-towhole, part-to-part and whole-topart and rates.
(2) Use appropriate math
terminology as related to rate
Write a percent as a rate per one
hundred.
Reasoning Targets
Use proportional reasoning to find
the percent of a given number.
Use proportional reasoning to find
the whole when given both the part
and the percent.
Solve real-world problems involving
proportional reasoning.
* I can write a ratio to represent two
quantities. This means I know that 3 to 5
is the same as 3:5 and 3/5.
* I can use ratios to describe the
relationship between two quantities. This
means I know that “The ratio of wings to
beaks in the bird house at the zoo was
2:1, because for every 2 wings there was
1 beak.”; “For every vote candidate A
received, candidate C received nearly
three votes.”
* I can write unit rates as ratios. This
means I know that if a recipe has a ratio
of 3 cups of flour to 4 cups of sugar, so
there is ¾ cup of flour for each cup of
sugar.
* I can convert a ratio to a unit rate. This
means if we paid $75 for 15 hamburgers,
this is a rate of $5 per hamburger.
* I can use ratio and rate to solve realworld math problems.
* I can make tables of equivalent
ratios. This means I can use table to find
missing values and compare ratios.
* I can solve rates involving unit pricing.
This means I know if I bought 5 cans of
dog food for $2.00, how much will 10
cans cost?
* I can solve rates involving a constant
speed. This means I know if it took 7
hours to mow 4 lawns, how many lawns
could be mowed in 35 hours? And at
what rate were lawns being mowed?
* I can identify a number as a
percent. This means I know that 0.2,
2/10 and 20% are equivalent.
* I can identify that percent means part
of 100. This means that 30% is 30/100
or 3/10 as a fraction.
3 Weeks
(6th Grade Math)
Ratio and Proportions
* I can find the percent of a number
when given the percent and whole. This
means I know that 30% of 40 is 12.
* I can find the whole given the percent
and part. This means I know that 40 is
the whole when given 12 is the part at
30%. 5. I can find the percent when
given the whole and the part. This
means I know that when 5 is the part and
20 is the whole, the percent is 25%.