Maryland Math 6.AT.A.3

6.AT.A.3 is a cluster heading. These are the individual standards under it.

• 6.AT.A.3.a

  Generate, compare and find missing values of equivalent ratios and unit rates using multiple representations.

• 6.AT.A.3.b

  Plot the pairs of values on the Coordinate Plane (in quadrant 1) to represent unit rates and make connections between representations.

01

What Students Need to Do

Students find missing values in equivalent ratios using tables, tape diagrams, and double number lines. They compare unit rates and plot ratio pairs in the first quadrant. They convert units, such as minutes to hours, when solving rate problems.

02

What Mastery Looks Like

A student can show the same ratio in a table, on a double number line, and as plotted points. They can find the unit rate when the first quantity is 1. They convert units before calculating and label the answer correctly.

03

Common Misconceptions

Students may add the same amount to both quantities instead of multiplying both by the same number. They may treat 6 miles in 30 minutes as 6 miles per hour. On a graph, they may switch which quantity goes on each axis.

04

How to Assess It

Exit ticket: A cyclist rides 6 miles in 30 minutes. Complete a table for 30, 60, and 90 minutes, plot (hours, miles) in the first quadrant, and find the speed in miles per hour.

1. 01

   Give students paper strips for a recipe with 2 cups water and 3 cups flour; build double batches and record a ratio table.

2. 02

   Ask: Two shops charge $9 for 3 notebooks and $14 for 4 notebooks. Which costs less per notebook, and how do you know?

3. 03

   Play ratio match: students pair cards showing a tape diagram, a double number line, a ratio table, and plotted points for the same relationship.

4. 04

   Use a bus schedule: convert a 45-minute, 30-mile trip to hours, then calculate the speed in miles per hour.

• 5.AT.B.3.c

  Use tables, ordered pairs, and graphs to represent the relationship between quantities.

• 7.AT.A.4

  Solve ratio and percent problems in context (e.g., simple interest, tax, markups and markdowns, tips, commissions, fees, percent increase or decrease, and perce...

• 7.NOS.A.3.b

  Evaluate the reasonableness of solutions using estimation, mental math, and understanding of the context.