Virginia SOL 6.PFA.2.a

Math6th GradePatterns, Functions, and Algebra

The Standard

Identify the unit rate of a proportional relationship represented by a table of values, a contextual situation, or a graph.

Virginia Standards of Learning for Mathematics · The student will identify and represent proportional relationships between two quantities, including those in context (unit rates are limited to positive values). 

Teacher's field guide

What This Standard Means

What Students Need to Do

Students find how much of one quantity corresponds to one unit of another quantity. They divide paired values, use points on a graph, and explain the rate with correct units.

What Mastery Looks Like

A student calculates the same y divided by x value from every pair in a proportional table. On a graph, the student finds the y-value when x equals 1 or uses another point to calculate the rate. The student labels the rate with correct units.

Common Misconceptions

Students may divide in the wrong order and report units per dollar instead of dollars per unit. They may use the change in y without considering the change in x, or treat any y-value on a graph as the unit rate.

How to Assess It

Exit ticket: A cost graph passes through (0, 0), (2, 7), and (5, 17.5). Find the unit rate, include units, and calculate the cost of 8 pounds.

Lesson moves

Ways to Teach It

  1. Students weigh groups of 5, 10, and 15 identical cubes, record total grams, then calculate and graph grams per cube.

  2. Display the pairs (2, 6), (4, 12), and (7, 21), then ask how students can prove the unit rate is 3.

  3. Students match cards showing tables, graphs, situations, and unit rates, then explain one match to a partner.

  4. Bring grocery price labels and have students calculate dollars per ounce to decide which package costs less per ounce.

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Printable 6.PFA.2.a Worksheet

Preview of the 6.PFA.2.a printable worksheet

A ready-to-print activity worksheet aligned to 6.PFA.2.a, with an answer key for the teacher on its own page. No account needed.

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