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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary.
Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Mathematics – Grade 6
Unit Three Organizer: “FRACTIONS, DECIMALS, RATIOS AND PERCENTS”
(5 weeks)
OVERVIEW:
In this unit students will:
• use fractions, decimals and percents interchangeably
• order and compare rational numbers
• operate with decimals, fractions and percents
• use ratios to compare quantities and solve problems.
To assure that this unit is taught with the appropriate emphasis, depth and rigor, it is important that the tasks listed under “Evidence of
Learning” be reviewed early in the planning process. A variety of resources should be utilized to supplement, but not completely
replace, the textbook. Textbooks not only provide much needed content information, but excellent learning activities as well. The
tasks in these units illustrate the type of learning activities that should be utilized from a variety of sources.
ENDURING UNDERSTANDINGS:
•
•
•
•
•
•
Fractions, decimals, and percents can be used interchangeably.
The relationships and rules that govern whole numbers, govern all rational numbers.
In order to add or subtract fractions, we must have like denominators.
When we multiply one number by another, we may get a product that is bigger than the original number, smaller than the
original number or equal to the original number.
When we divide one number by another, we may get a quotient that is bigger than the original number, smaller than the
original number or equal to the original number.
Ratios use division to represent relationships between two quantities.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 1 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
ESSENTIAL QUESTIONS:
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•
•
•
•
•
•
How can I tell which form of a rational number is most appropriate in a given situation?
When I multiply two fractions, how can I be sure that my answer is correct? When I subtract two fractions, how can I be
sure my answer is correct?
How do I find a common denominator?
When I multiply one number by another number, do I always get a product bigger than my original number?
When I divide one number by another number, do I always get a quotient smaller than my original number?
What information do I get when I compare two numbers using a ratio?
What kinds of problems can I solve by using ratios?
STANDARDS ADDRESSED IN THIS UNIT
Mathematical standards are interwoven and should be addressed throughout the year in as many different units and activities
as possible in order to emphasize the natural connections that exist among mathematical topics.
KEY STANDARDS:
M6N1. Students will understand the meaning of the four arithmetic operations as
related to positive rational numbers and will use these concepts to solve problems.
d. Add and subtract fractions and mixed numbers with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents interchangeably.
g. Solve problems involving fractions, decimals, and percents.
M6Al. Students will understand the concept of ratio and use it to represent quantitative relationships.
M6A2. Students will consider relationships between varying quantities.
c. Use proportions (a/b=c/d) to describe relationships and solve problems, including percent problems.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 2 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
RELATED STANDARDS:
M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational numbers and will
use these concepts to solve problems.
a. Apply factors and multiples.
b. Decompose numbers into their prime factorization (Fundamental Theorem of Arithmetic).
c. Determine the greatest common factor (GCF) and the least common multiple (LCM) for a set of numbers.
d. Add and subtract fractions and mixed numbers with unlike denominators.
M6M2. Students will use appropriate units of measure for finding length, perimeter, area and volume and will express each
quantity using the appropriate unit.
a. Measure length to the nearest half, fourth, eighth and sixteenth of an inch.
M6A2. Students will consider relationships between varying quantities.
g. Use proportional reasoning (a/b=c/d and y = kx) to solve problems.
M6A3. Students will evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using
each of the four basic operations.
M6D2. Students will use experimental and simple theoretical probability and understand the nature of sampling. They will
also make predictions from investigations.
b. Determine, and use a ratio to represent, the theoretical probability of a given event.
M6P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M6P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M6P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 3 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M6P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M6P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
CONCEPTS/SKILLS TO MAINTAIN:
It is expected that students will have prior knowledge/experience related to the concepts and skills identified below. It may be
necessary to pre-assess in order to determine if time needs to be spent on conceptual activities that help students develop a
deeper understanding of these ideas.
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Multiples and Factors
Divisibility Rules
Relationships and rules for multiplication and division of whole numbers as they apply to decimal fractions
Understanding of common fractions
Understanding of percentage
SELECTED TERMS AND SYMBOLS:
The following terms and symbols are often misunderstood. These concepts are not an inclusive list and should not be taught in
isolation. However, due to evidence of frequent difficulty and misunderstanding associated with these concepts, instructors
should pay particular attention to them and how their students are able to explain and apply them.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 4 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
Proportion: An equation which states that two ratios are equal.
Ratio compares two quantities that share a fixed, multiplicative relationship.
Rational number: A number that can be written as a/b where a and b are integers, but b is not equal to 0.
You may visit www.intermath-uga.gatech.edu and click on dictionary to see definitions and specific examples of terms and symbols
used in the sixth grade GPS.
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
• use fractions, decimals and percents interchangeably;
• perform the four basic arithmetic operations using rational numbers;
• solve problems using fractions, decimals, and percents; and
• use ratios to solve problems, including percent problems.
The following task represents the level of depth, rigor, and complexity expected of all 6th grade students. This task or a task of similar
depth and rigor should be used to demonstrate evidence of learning.
Culminating Activity: “Science Fair Task”
Students will be planning for a middle school Science Fair.
STRATEGIES FOR TEACHING AND LEARNING:
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Students should be actively engaged in developing their own understanding.
Mathematics should be represented in as many ways as possible by using graphs, tables, pictures, symbols and words.
Appropriate manipulatives and technology should be used to enhance student learning.
Students should be given opportunities to revise their work based on teacher feedback, peer feedback, and metacognition
which includes self-assessment and reflection.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 5 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
TASKS:
The collection of the following tasks represents the level of depth, rigor and complexity expected of all sixth grade students to
demonstrate evidence of learning.
• Representing Rational Numbers on the Number Line
Representing Rational Numbers on the Number Line
Draw a number line in which 0, 1, 1/5 (one-fifth), and 1/4 (one-fourth) are marked. Choose one fraction, one decimal, and
one percent that are between 1/5 (one-fifth) and 1/4 (one-fourth) on the number line. Make sure none of your answers is
equivalent to any of your other answers. Explain how you know each of your answers is between 1/5 (one-fifth) and 1/4
(one-fourth).
*********************************************************************************
Representing Rational Numbers on the Number Line
Discussion, Suggestions, and Possible Solutions
0
1/5 1/4
1
Answers will vary. One possible solution: 1/5 = .20 and ¼ = .25. Numbers between .20 and .25 include .21, .22 and .23. I
will choose .23 as my decimal. .22 = 22/100 = 11/50. I will choose 11/50 as my fraction. .21 = 21%. I will choose 21% as
my percent. I know that none of my values are equa because they all have different decimal values.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 6 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
• Reaching the Goal
Reaching the Goal
After looking at the scale to the right…
Michael said, “We have reached 5/8 of our goal.”
Juan said, “I think we have earned about 60% of the $6,000 we need.”
Fiona said, “We have earned about $3,500.”
Nathan said, “You are all close, but none of you is correct.”
Nathan is correct.
a) Represent the amount earned as a fraction, as a decimal, as a percent, and as a dollar
amount.
b) Show how you know that the fraction, the percent, the decimal, and the dollar amount
answers are all equivalent in this situation.
c) Which 3 of the amounts are always equivalent to each other? Why
d) Which amount is not always equivalent to the others? Why not?
*********************************************************************************
Reaching the Goal
Discussion, Suggestions, Possible Solutions
1. Students should notice that the diagram is divided into 8 equal parts. The shaded area covers approximately 4 and
one-half eighths or 9/16. The amount earned is 9/16 as a fraction, .5625 as a decimal, and 56.25%. The dollar
amount is 9/16 of $6000 or $3750.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 7 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
2. Students should show how they converted from one form of rational number to another. They should also show their
work in obtaining the dollar amount.
3. The fraction, decimal and percent are always equivalent because they represent the same part of 1.
4. The dollar amount is not always equivalent to the others because the total dollar amount, which represents one
whole, can change. For example, suppose the goal was $10,000 instead of $6000. Then the dollar amount would be
different.
• Multiplying and Dividing
Multiplying and Dividing
Which of the following are solved by 1/2 • 1/3 (one-half multiplied by one-third) and which are solved by 1/2 ÷ 1/3 (onehalf divided by one-third)? Explain your answers.
a. How many cups of sugar do you need to make 1/2 batch of cookies if a full batch takes 1/3 cup of sugar?
b. How many poster boards can you paint with 1/2 can of paint if one poster board takes 1/3 of a can of paint?
c. How many cups of birdseed do you need to fill a bird feeder if 1/2 cup of birdseed fills the bird feeder 1/3 full?
d. What is the area, in square miles, of a rectangular plot of land that is 1/2 mile long and 1/3 mile wide?
*********************************************************************************
Multiplying and Dividing
Discussion, Suggestions, Possible Solutions
a. I would multiply 1/2 ÷ 1/3 because I need ½ of 1/3 of a cup of sugar. Multiplying by ½ is the same as dividing
by 2. I need to divide 1/3 by 2 so I know that I am right. I need 1/6 of a cup of sugar. 1/2 • 1/3 = 1/6
b. I would divide ½ by 1/3 because I need to know how many one-thirds are in ½. 1/2 ÷ 1/ 3 is 1 and ½. I can
paint 1 and ½ posters with ½ a can of paint.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 8 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
c. I need to divide ½ by 1/3 again. I know this because it takes ½ of a cup to fill the birdfeeder 1/3 full. That
means I would need ½ cup 3 times. ½ times 3 is the same as 1/2 ÷ 1/3.
d. This one is easy! I need to find the area of a rectangle. Everyone knows that the area of a rectangle is length
times width. I need to multiply 1/2 • 1/3.
• Dividing Rational Numbers
Dividing Rational Numbers
Write a set of directions for a younger student, explaining how to divide 1½ (one and one-half) by 0.25. Use a diagram and a
written explanation showing why you divide these numbers the way you do.
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Dividing Rational Numbers
Discussion, Suggestions, Possible Solutions
Area models are particularly useful to students who struggle with fractions and decimals. Students may convert 1½ to 1.5
and divide 1.5 by .25 using the rules for dividing decimals. They might also convert 1½ to 3/2 and divide 3/2 by ¼ by
inverting and multiplying. In either case, a written explanation and a model should be included here. The model may look
something like the following:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
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Georgia Performance Standards Framework for Mathematics – Grade 6
¼
¼
1 whole
¼
½
¼
¼
¼
As you can see from the model above, when 1 ½ is divided into equal groups of ¼, there are 6 groups.
• Taking a Break
Taking a Break
You are riding your bike on a trail that is 11 miles long. You plan to stop for a rest break every 2¾ (two and three-fourths)
miles. How many rest stops do you plan to make? Justify your answer.
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Taking a Break
Discussion, Suggestions, Possible Solutions
A number line is an excellent way for students to see this solution. They should also be able to see that they need to know
how many 2 and ¾ units are in 11 or 11÷ 2 ¾ = 11· 8/11 = 8.
• Reading Circle Graphs
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
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Georgia Performance Standards Framework for Mathematics – Grade 6
Reading Circle Graphs
a) The circle graph below compares the different ways that electricity is produced in the United States. Add the fractional
parts and explain why your answer is 1 or why your answer is not 1. Explain what percent of a whole your answer
represents.
Other, 1/100
Nuclear, 9/50
Gas, 1/10
Coal, 11/20
Hydro-electric,
11/100
Oil, 1/20
b) Could you have a circle graph that has four regions, one taking up 1/8 of the pie, one taking up 3/5 of the pie, one taking
up 3/20, and one taking up 1/10 of the pie? Explain why or why not.
*********************************************************************************
Reading Circle Graphs
Discussion, Suggestions, Possible Solutions
a) 1/20 + 11/100 + 1/10 + 9/50 + 1/100 + 11/20 = 100/100 =1
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
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Georgia Performance Standards Framework for Mathematics – Grade 6
The answer is 1 because the labeled sectors cover the entire circle. The circle represents one whole or 1. 1 whole is
100%
b.) 1/8 + 3/5 +3/20 + 1/10 = 5/40 + 15/40 + 6/40 + 4/40 = 30/40. 30/40 reduces to ¾. These regions would not cover
the whole circle. They would only cover ¾ of the circle.
• Area Models
Area Models
Draw an area model to represent each of the following operations. Use your area model to help you compute the answer to
each problem.
a. 6 · 2/3
b. 6 ÷ 2/3
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Area Models
Discussion, Suggestions, Possible Solutions
Answers will vary.
a) A possible solution for 6 · 2/3 is shown
at to the right. This model shows
six rectangles with each having 2/3 of
their area shaded.
The results show 12/3 shaded which
Is equivalent to 4 whole rectangles.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
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Georgia Performance Standards Framework for Mathematics – Grade 6
c. b) A possible solution for 6 ÷ 2/3
is shown by the model with six
whole units divided into thirds.
Division means putting into groups.
Therefore, we make groups of twothirds by shading them alike. There
are nine groups of 2/3, so 6 ÷ 2/3 is
shown to have a value of 9.
• Dividing Rational Numbers
Dividing Rational Numbers
a) Without using a calculator, find 2/3 divided by 1/5.
b) Using the relationship between multiplication and division, write a multiplication statement that proves your answer is correct.
c) Invent a word problem for which your calculation in the solution for part (a) would provide the answer.
*********************************************************************************
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 13 of 20
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Dividing Rational Numbers
Discussion, Suggestions, Possible Solutions
This task is used with permission from Achieve, Inc.
a) 2/3 ÷ 1/5 = 2/3 · 5/1 = 10/3 or 3 1/3.
b) Multiplication and division are inverse operations. Students should be able to apply this relationship using fractions. 10/3 · 1/5 =
10/15 = 2/3. Computing shows that the original computation is correct.
c) A word problem that could be solved by the calculation in part (b) is as follows: It takes 1/5 pound of sugar to fill each restaurant
sugar bowl. If you have 2/3 of a pound of sugar, how many sugar bowls can you fill?
• Free Throws
Free Throws
Juan made 13 out of 18 free throws. If Bonita shoots 25 free throws, what’s the minimum number she has to make in order to have a
better free-throw percentage than Juan?
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Free Throws
Discussion, Suggestions, Possible Solutions
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 14 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
This task is used with permission from Achieve, Inc.
If Bonita makes S shots out of 25 free throws, her shooting percentage would be S/25. We want the latter being Juan’s success ratio. If
we multiply both sides of an inequality by a positive number, the direction of the inequality is preserved. So let’s multiply by 25 to clear
the denominator:
• Ice Cream or Cake?
Ice Cream or Cake?
Suppose you survey all the students at your school to find out whether they like ice cream or cake better as a dessert, and
you record your results in the contingency table below.
a) What percentage of students at your school prefers ice cream over cake?
b) At your school, are those preferring ice cream more likely to be boys or girls?
c) At your school, are girls more likely to choose ice cream over cake than boys are?
ice cream
cake totals
boys
82
63
145
girls
85
73
158
totals
167
136
303
*********************************************************************************
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 15 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
Ice Cream or Cake?
Discussion, Suggestions, Possible Solutions
This task is used with permission from Achieve, Inc.
167
≈ 55% , this means that
a) We know that there are 303 students at the school and 167 of them prefer ice cream. Since
303
about 55% of the students prefer ice cream.
b) Those who prefer ice cream are more likely to be girls since, in this survey, there are more girls who like ice cream than
boys.
c)To identify the group more likely to choose ice cream over cake, we first find the percentage of girls who prefer ice cream
and the percentage of boys who prefer ice cream.
82
≈ 57% of the boys prefer
There are 158 girls total, and 85 of them prefer ice cream. Let’s calculate a percentage.
145
ice cream.
Therefore, boys (57%) are more likely than girls (54%) to prefer ice cream.
Even though an ice cream lover is more likely to be a girl than a boy, we cannot conclude that the chance of preferring
ice cream is greater among girls than among boys. (This sort of false conclusion is common in public discourse.)
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 16 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
• Science Fair Task
This culminating task represents the level of depth and rigor and complexity expected of all 6th grade students to demonstrate
evidence of learning.
UNIT THREE TASK: “Science Fair Task”
Three middle schools are going to have a science fair in a gymnasium. The amount of space given to each school is based on
the number of students participating. McKenzie Middle School has 100 participants, Wesley Middle School has 60
participants, and Thomas Middle School has 40 participants.
a. Draw a rectangle that represents the floor of the gymnasium. Divide the rectangle to show the amount of space each
school should get based on the number of students participating. Label each section: MM-McKenzie Middle, WM-Wesley
Middle, or TM-Thomas Middle.
b. What fraction of the space should each school get based on number of participants? Show how you know.
c. Does McKenzie Middle get more space than the other two schools combined? Use fractions to explain.
d. How many times more space does McKenzie Middle get than Thomas Middle? Show how you know.
e. If the schools share the cost of the science fair based on the number of students, what percent of the cost should each
school pay? Show how you figured these percentages.
f. If the cost of the science fair is $300.00, how much should each school pay based on the number of students? Tell how you
know.
g. Kita tried to figure out the difference in the amounts that Wesley Middle and Thomas Middle paid and got $26,940. She
knows that’s too much. Help her find her error:
Georgia Department of Education
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Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
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Cost for Wesley Middle – cost for Thomas Middle =
60
40
× 300 −
× 300 =
200
200
60
40
× 300 −
× 300 =
200
200
90 −
40
× 300 =
200
89.8 × 300 =
26,940
h. What fraction of the cost should each school pay based on number of schools, rather than participants? Show how you
know.
i. Do you think it is more fair to charge the schools based on the number of schools or on the number of participants per
school? How would you convince someone who disagrees?
Standards Addressed in this Task
M6N1. Students will understand the meaning of the four arithmetic operations as related to positive rational
numbers and will use these concepts to solve problems.
d) Add and subtract fractions and mixed numbers with unlike denominators.
e) Multiply and divide fractions and mixed numbers.
f) Use fractions, decimals, and percents interchangeably.
g) Solve problems involving fractions, decimals, and percents.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 18 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
M6Al. Students will understand the concept of ratio and use it to represent quantitative relationships.
M6A2. Students will consider relationships between varying quantities.
c. Use proportions (a/b=c/d) to describe relationships and solve problems, including percent problems.
M6P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M6P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M6P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M6P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
M6P5. Students will represent mathematics in multiple ways.
a. Create and use representations to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve problems.
c. Use representations to model and interpret physical, social, and mathematical phenomena.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 19 of 20
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Georgia Performance Standards Framework for Mathematics – Grade 6
Concepts/Skills to Maintain
•
•
•
•
•
Multiples and Factors
Divisibility Rules
Relationships and rules for multiplication and division of whole numbers as they apply to decimal fractions
Understanding of common fractions
Understanding of percentage
Suggestions for Classroom Use
While this task may serve as a summative assessment, it also may be used for teaching and learning. It is important that all
elements of the task be addressed throughout the learning process so that students understand what is expected of them.
•
•
•
•
Peer Review
Display for parent night
Place in portfolio
Photographs
Discussion, Suggestions and Possible Solutions
Answers will vary.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Unit 3 Organizer y FRACTIONS, DECIMALS, RATIOS AND PERCENTS
September 20, 2006 y Page 20 of 20
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