Common Core Mathematics 6
Unit 1: Ratios and Proportional Relationships
PARCC Exam Notes
Unit 1: Assessment Clarifications
Standard
M/S/A
6.RP.A.1
Major
6.RP.A.2
6.RP.A.3a
Major
Major
PBA/
EOY?
PBA
Yes
Calc?
MP
Notes
No
2
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Yes
2, 3, 6
EOY
Yes
No
2
PBA
Yes
No
2
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
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.
i) Expectations for unit rates in this grade are limited to non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Yes
2, 3, 6
EOY
Yes
No
2
PBA
Yes
Yes
2, 4, 5,
7, 8
Yes
2, 3, 6
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
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.
i) Expectations for unit rates in this grade are limited to non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
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.
i) The testing interface can provide students with a calculation aid of the specified kind for these tasks.
ii) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42) The initial numerator and
denominator should be whole numbers.
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
6.RP.A.3b
6.RP.A.3c
6.RP.A.3d
Major
Major
Major
EOY
Yes
Yes
2, 4, 5,
7, 8
Yes
(for
Sub-C)
Yes
2, 3, 6
EOY
Yes
Yes
2, 5, 8
Yes
(for
Sub-C)
Yes
2, 3, 6
EOY
Yes
Yes
2, 7, 5,
8
Yes
2, 7, 5,
8
Yes
2, 3, 6
Yes
(for
Sub-C)
denominator should be whole numbers.
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
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.
The testing interface can provide students with a calculation aid of the specified kind for these tasks.
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
b. Solve unit rate problems including those involving unit pricing and constant speed.
i) See ITN Appendix F, Table F.c, “Minimizing or avoiding common drawbacks of selected response,” specifically, Illustration 1 (in contrast
to the problem “A bird flew 20 miles in 100 minutes. At that speed, how long would it take the bird to fly 6 miles?”)
ii) The testing interface can provide students with a calculation aid of the specified kind for these tasks.
iii) Expectations for unit rates in this grade are limited to non-complex fractions. (See footnote, CCSS p 42) The initial numerator and
denominator should be whole numbers.
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity).
i) The testing interface can provide students with a calculation aid of the specified kind for these tasks.
ii) Pool should contain tasks with and without contexts
iii) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
c. Solve problems involving finding the whole, given a part and the percent.
i) The testing interface can provide students with a calculation aid of the specified kind for these tasks.
ii) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Connected to Evidence Statement 6.C.8.1
Present solutions to multi-step problems in the form of valid chains of reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense statements such as 1+4=5+7=12, even if the final answer is correct),
or identify or describe errors in solutions to multi-step problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in 6.RP.A
i) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
EOY
Yes
Yes
2, 6, 7,
5, 8
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
i) Pool should contain tasks with and without contexts
ii) Tasks require students to multiply and/or divide dimensioned quantities
iii) 50% of tasks require students to correctly express the units of the result.
The testing interface can provide students with a calculation aid of the specified kind for these tasks.
iv) Expectations for ratios in this grade are limited to ratios of non-complex fractions. (See footnote, CCSS p 42.) The initial numerator and
denominator should be whole numbers.
Other Integrative Tasks that may be linked to Unit 1
Evidence
Statement
Reach
Back?
PBA/
EOY?
Calc?
MP
Notes
6.D.1
N/A
PBA
Yes
4, 1, 2,
5, 7
Solve multi-step contextual word problem with degree of difficulty appropriate to Grade 6, requiring application of knowledge and skills
articulated in the Evidence Statements on the PBA (excludes Reasoning Evidence Statements).
Tasks may have scaffolding if necessary in order to yield a degree of difficulty appropriate to Grade 6.
Grade 6 Sub-Claim A Performance Level Descriptors applicable to Unit 1
Ratios
6.RP.1
6.RP.2
6.RP.3a
6.RP.3b
6.RP.3c-1
6.RP.3c-2
6.RP.3d
Grade 6 Math: Sub-Claim A
The student solves problems involving the Major Content for grade/course with connections to the Standards for Mathematical Practice.
Level 5: Distinguished Command
Level 4: Strong Command
Level 3: Moderate Command
Level 2: Partial Command
Uses ratio and rate reasoning to solve
Uses ratio and rate reasoning to solve
Uses ratio and rate reasoning to solve
Uses ratio and rate reasoning to solve
real-world and mathematical problems,
real-world and mathematical problems,
real-world and mathematical problems,
mathematical problems, including ratio,
including ratio, unit rate percent and unit
including ratio, unit rate, percent and
including ratio, unit rate, percent and
unit rate, percent and unit conversion
conversion problems.
unit conversion problems.
unit conversion problems.
problems.
Uses and connects a variety of
representations and strategies to solve
these problems.
Finds missing values in tables and plots
values on the coordinate plane.
Uses a variety of representations and
strategies to solve these problems.
Uses a limited variety of representations
and strategies to solve these problems.
Uses a limited variety of representations
and strategies to solve these problems.
Finds missing values in tables and plots
values on the coordinate plane.
Finds missing values in tables and plots
values on the coordinate plane.
Finds missing values in tables and plots
values on the coordinate plane.
PARCC Abbreviation Key:
PBA: Performance-Based Assessment
EOY: End of Year Assessment
M/S/A: Indicates whether this standard is considered Major content, Supporting Content, or Additional Content
MP: Standards for Mathematical Practice
* Indicates a modeling standard
PARCC Sub-Claims:
Sub-Claim A: Information on how PARCC will assess major content
Sub-Claim B: Information on how PARCC will assess additional and supporting content
Sub-Claim C: Information on how PARCC will assess reasoning
Sub-Claim D: Information on how PARCC will assess modeling