# OREGON MATH STANDARDS (2021): [6.RP]

## Overview

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.

Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

# 2021 Oregon Math Guidance: 6.RP.A.1

**Cluster: 6.RP.A - Understand ratio concepts and use ratio reasoning to solve problems. **

## STANDARD: 6.RP.A.1

### Standards Statement (2021):

Understand the concept of a ratio in authentic contexts, and use ratio language to describe a ratio relationship between two quantities.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6 | 6.RP.A.2, 6.RP.A.3 | 4.OA.A.2, 5.OA.B.3, 4.GM.B.4 | 6.RP.A.1 6.RP.A Crosswalk |

### Standards Guidance:

#### Clarifications

- Students should be able to explain the concept of a ratio, such as using part-to-part or part-to-whole.
- Students should be able to fluently use ratio language to describe a ratio relationship between two quantities.
- Students should be able to identify standard fractional notation to compare.

#### Teaching Strategies

- Students should be able to solve problems involving ratios found in real-life situations.
- Students should be given the opportunity to represent and explain the concept of a ratio and the relationship between two quantities using concrete materials, drawings, tape diagrams (bar models), double number line diagrams, equations, and standard fractional notation

#### Progressions

- It is important for students to focus on the meaning of the terms “for every,” “for each,” “for each 1,” and “per” because these equivalent ways of stating ratios and rates are at the heart of understanding the structure in these tables, providing a foundation for learning about proportional relationships in Grade 7. (Please reference page 5 in the Progression document).

#### Examples

- The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak
- For every vote candidate A received, candidate C received nearly three votes.
- Describe a ratio as a multiplicative relationship between two quantities.
- Model a ratio relationship using a variety of representations.
- Illustrative Mathematics:
- Student Achievement Partners:

# 2021 Oregon Math Guidance: 6.RP.A.2

**Cluster: 6.RP.A - Understand ratio concepts and use ratio reasoning to solve problems. **

## STANDARD: 6.RP.A.2

### Standards Statement (2021):

Understand the concept of a unit rate in authentic contexts and use rate language in the context of a ratio relationship.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

5.NF.B.3, 5.NF.B.4, 5.NF.B.7, 6.RP.A.1 | 7.RP.A.1, 7.RP.A.2 | 4.OA.A.2 | 6.RP.A.2 6.RP.A Crosswalk |

### Standards Guidance:

#### Clarifications

- When asked contextual, mathematical questions, should demonstrate an understanding of simple multiplicative relationships involving unit rates.
- 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.

#### Terminology

- Students should understand a unit rate as a relationship of a:b where b = 1 ( 𝑎𝑏 associated with a ratio a: b with b ≠ 0 (b not equal to zero), and use rate language).

#### Teaching Strategies

- Students should create a table of values displaying the ratio relationships to graph ordered pairs of distances and times.
- Students should write equations to represent the relationship between distance and time where the unit rate is the simple multiplicative relationship.
- Students should be able to determine the independent and dependent relationship of rate relationships within contextual, mathematical situations.

#### Examples

- This recipe has a ratio of 3 cups of flour to 4 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 $5 per hamburger.
- In a problem involving motion at a constant speed, list and graph ordered pairs of distances and times, and write an equation such as d = 65t to represent the relationship between distance and time. In this example, 65 is the unit rate or simple multiplicative relationship.
- Illustrative Mathematics:
- Student Achievement Partners:

# 2021 Oregon Math Guidance: 6.RP.A.3

**Cluster: 6.RP.A - Understand ratio concepts and use ratio reasoning to solve problems. **

## STANDARD: 6.RP.A.3

### Standards Statement (2021):

Use ratio and rate reasoning to solve problems in authentic contexts that use equivalent ratios, unit rates, percents, and/or measurement units.

### Connections:

Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |

5.NF.B.3, 5.NF.B.4, 6.RP.A.1 | 7.RP.A.2, 7.RP.A.3 | 5.GM.A.2, 6.AEE.C.8, HS.NQ.B.3 | 6.RP.A.3 6.RP.A Crosswalk |

### Standards Guidance:

#### Clarifications

- Students should have opportunities to explore the concept of percents and recognize the connection between fractions, decimal numbers, and percents, such as, 25% of a quantity means 25/100 or .25 times the quantity.
- Students should be able to convert fractions with denominators of 2, 4, 5 and 10 to the decimal notation.
- Students should be able to calculate the percent of a number using proportional reasoning developed through working with ratios and rates.
- Students should be able to solve contextual problems involving finding the whole given a part and the part given the whole.
- Students should determine what percent one number is of another number to solve contextual, mathematical problems.

#### Teaching Strategies

- Students should be able to use flexible, strategic thinking to manipulate and transform units appropriately when multiplying or dividing quantities to solve contextual, mathematical problems.
- Instruction could include grade appropriate use of different measurement systems (e.g. feet/inches/yards and meters/centimeters/millimeters) which includes conversion of measurement units when given a conversion factor within one system, or across two systems (e.g. customary or metric), using proportional reasoning developed through working with ratios and rates.

#### Progressions

- Students should be given the opportunity to use concrete materials, drawings, tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and equations when solving problems. (Please reference pages 3-5 and 7 in the Progression document).

#### Examples

- Use unit rates to solve problems, including problems involving unit pricing and constant speed.
- If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
- Given 1 in. = 2.54 cm, how many centimeters are in 6 inches?
- Illustrative Mathematics:
- Student Achievement Partners:
- Planting Corn