6.4.E
The Standard
represent ratios and percents with concrete models, fractions, and decimals
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students show a comparison with objects, drawings, fractions, decimals, and percents. They identify the two quantities being compared and move accurately between equivalent forms.
What Mastery Looks Like
- A student can use counters, grids, or number lines to model a comparison. They can write matching ratio, fraction, decimal, and percent forms and explain what each number compares.
Common Misconceptions
- Students may treat 25% as 25 instead of 0.25 or 25/100. They may reverse a ratio, or assume every ratio is already a fraction of the whole.
How to Assess It
- Give students: “A bag has 8 red counters and 12 blue counters.” Ask them to show red to total as a ratio, fraction, decimal, percent, and model.
Lesson moves
Ways to Teach It
Give pairs 100-grid mats and counters, then have them model 35%, 3/5, and a 2:3 part-to-part ratio.
Ask students to explain how 3 red tiles out of 10 can be written as a fraction, decimal, percent, and ratio.
Play a matching game with cards showing models, ratios, fractions, decimals, and percents that represent the same comparison.
Use a store discount tag, such as 20% off, and have students model the discount on a 100-grid and write equivalent forms.
Keep exploring
Related Standards
- 4.2.E
represent decimals, including tenths and hundredths, using concrete and visual models and money
- 3.3.A
represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, includin...
- 6.5.B
solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the pa...
- 6.4.G
generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
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