Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d)

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SWBAT use ratio/rates appropriately when solving real-world and mathematical problems.

Big Idea

An open-ended assessment using ratios and rates.


15 minutes

The students will be working on an open ended problem that will help them review for today’s assessment.  The question involves solving a real world ratio problem.  A good understanding of ratios and how to visually represent them will be necessary to find a solution.  This problem is in two parts.  The solution for the first part is needed for the second part.  (SMP 1 & 2).  When students have completed the problem, have them do a HUSUPU to find a partner to discuss their solution.  Students should be advised to use mathematical language and reasoning throughout their discussion (SMP 3)

While students are discussing their answers, I will be walking around to look for different strategies.  I will choose students to come to the board based upon those strategies.  It’s good for students to see different ways to solve problems. 

Review of study guide

15 minutes

Go over the answer to the study guide.  Ask for any questions/clarifications.  It’s important to take time to go over the study guide.  There may be small clarifications needed to support learning and this will be the time to catch those. 

I will be checking in on the following questions:

#4: 3:4 = 6:__  9: ____  Students may be unfamiliar with this representations of equivalent ratios.  Ask students to come to the board to show how they figured this problem out.  If students struggled with this problem, ask them if they could put the information into a ratio table to help them solve?


#7:  This problem requires the students to make a generalization from the table.  


#10 This problem requires the students to show the solution in 2 ways: multiple representations.  Have students come to the board to show their visuals. 


45 minutes

Students will be taking an open-ended assessment.  In order to provide some scaffolding for struggling learners, I’m going to have the conversions on the board.  Additionally, and depending on the need, I may let some students use their notes during the test.  The test requires reading and deciphering so I will read questions as needed.

After the test

5 minutes

As students complete the test and if there is time left over, I found a mini project (Grief, Hinkle, and Von Mol )for them to do that supports their learning about the coordinate grid.  It’s content specific, but fun to do. 

I like to give students something to do after a test to keep them busy and quiet so the rest of the learners can continue working without distractions.