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Mathematics > Grade 6 > Ratios and Proportional Relationships
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Mathematics | Grade : 6

Domain - Ratios and Proportional Relationships

Cluster - Understand ratio and rate concepts and use ratio and rate reasoning to solve problems.

[6.RP.A.1] - Understand the concept of a ratio including the distinctions between part:part and part:whole and the value of a ratio; part/part and part/whole. Use ratio language to describe a ratio relationship between two quantities. For example: The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every two wings there was one beak; For every vote candidate A received, candidate C received nearly three votes, meaning that candidate C received three out of every four votes or ¾ of all votes.

Resources:


  • Ratio
    A relationship between quantities such that for every a units of one quantity there are b units of the other. A ratio is often denoted by a:b and read “a to b”.
  • Ambassador Task: Movie Tickets

Predecessor Standards:

  • 4.OA.A.2
    Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. [Note: See Glossary, Table 2.]
  • 4.MD.A.1
    Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
  • 5.OA.B.3
    Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
  • 5.NF.B.5
    Interpret multiplication as scaling (resizing), by:

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • 6.RP.A.2
    Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship, including the use of units. For example: This recipe has a ratio of three cups of flour to four cups of sugar, so there is ¾ cup of flour for each cup of sugar; We paid $75 for 15 hamburgers, which is a rate of five dollars per hamburger. Expectations for unit rates in this grade are limited to non-complex fractions.
  • 6.RP.A.3.a
    Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
  • 6.PS.1.7
    Use a particulate model of matter to explain that density is the amount of matter (mass) in a given volume. Apply proportional reasoning to describe, calculate, and compare relative densities of different materials.