Maryland Math 6.AT.A.2

6.AT.A.2 is a cluster heading. These are the individual standards under it.

• 6.AT.A.2.a

  Use unit rate language in the context of a ratio relationship (e.g., “The recipe has a ratio of 3 cups of flour to 4 cups of sugar so there is 3/4 cup of flour ...

01

What Students Need to Do

Students write a ratio as a fraction that tells how much of one quantity goes with one unit of another. They name the units and use the rate to solve price, speed, and scaling problems.

02

What Mastery Looks Like

Given 4 lawns in 7 hours, a student writes 4/7 lawn per hour or 7/4 hours per lawn, with the units in the right order. They find 20 lawns in 35 hours and explain that 35 hours is five times as long.

03

Common Misconceptions

Students may flip the fraction but keep the same units, calling 7/4 lawns per hour. Some assume a unit rate must be a whole number.

04

How to Assess It

Exit ticket: A walker covers 5 miles in 2 hours. Write the miles-per-hour rate as a fraction, then find the distance walked in 6 hours at that rate.

1. 01

   Give groups 3 cups of dry rice and 4 bags; have them share the rice equally and label each bag's amount.

2. 02

   Ask students: How can 3/4 cup flour per cup sugar and 4/3 cups sugar per cup flour describe the same recipe?

3. 03

   Play rate match: pairs match cards marked '6 miles in 4 hours,' '6/4 miles per hour,' and '4/6 hours per mile.'

4. 04

   Show shelf tags for 4 apples at $5 and 6 apples at $7; have students find each price per apple and choose the better buy.

• 5.NOS.D.11.b

  Multiply a whole number by a fraction (e.g., interpret c/d × b as c/d of b when c/d is greater than or less than 1).

• 5.NOS.D.10

  Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b) in context using visual fraction models and equations to represent the proble...