Unit Game Ratio Four Squares Unit 1

Name:
Unit 1 Game Name:
Ratio Four Squares Recording Sheet
Ratio Four Squares
What you need: 2 Recording Sheets (1 for each
player), number cubes (two labeled 1–6 and one Ratio Box A Ratio Box B
labeled 4, 6, 8, 9, 10, 12)

Directions
Name: Carrie
• Your goal is to create two equivalent
ratios in each Ratio Box on the
Ratio Four Squares Recordi
ng Sheet

Ratio Box A
Recording Sheet and find the unit rate Ratio Box B
for each set of equivalent ratios.

• Take turns. Roll all three number 6

cubes. Pick two of them to make a
ratio. You may choose to roll one, two,
12
or all three number cubes again 1 2
Unit rate: Unit rate:
before picking two numbers. Unit rate:
6 4
5

• Name
Unit rate:
2
the ratio. You can write the ratio in
any Ratio Box that has a blank space.
Ratio Box C 12Ratio Box D
8

4
Ratio Box C Ratio Box D
• Ifcana Ratio Box already has one ratio, you
write the ratio in the blank space if it is 6
equivalent to the ratio that is already in the I know that ··
12
is
Ratio Box. equivalent to ·21 .

• When you have two equivalent ratios in a Ratio

Box, calculate the unit rate and write it in the
Unit rate:
There are a lot of
ways to write ratios
Unit rate:

space provided.
equivalent to ·21 .
• Continue
50
Using ·21 will help me to
Unit 1 Game

until one player has found four ©Curriculum Associates,

LLC Copying is not permitted.

equivalent ratios and unit rates.

complete the box.

Unit rate: Unit rate:

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STEP BY STEP
NCSCS Focus - NC.6.RP.3  Embedded SMPs - 4, 5, 6, 8 Materials For each pair: 2 Recording Sheets (1 for each
Objectives player) (TR 1), number cubes (two labeled 1–6 and one
labeled 4, 6, 8, 9, 10, 12)
•  Find equivalent ratios.
•  Given equivalent ratios, find the unit rate.

• Your goal is to create two equivalent ratios in each • Continue until one player has found four equivalent
Ratio Box on the Recording Sheet and find the unit ratios and unit rates.
rate for each set of equivalent ratios.
• Model one complete round for students before they
• Take turns. Roll all three number cubes. Pick two play. Discuss with students how the first ratio they
of them to make a ratio. You may choose to roll one, put into a Ratio Box affects their choices for the
two, or all three number cubes again before picking equivalent ratio. For example, ask, What would happen
two numbers. if I write ​ 1  ​ in the Ratio Box? How about ​ 2 ​?
··
12 ··
3
• Name the ratio. You can write the ratio in any Ratio
Box that has a blank space. Vary the Game  Instead of writing the unit rate, make a
ratio table with your two ratios and two other equivalent
• If a Ratio Box already has one ratio, you can write the ratios.
ratio in the blank space if it is equivalent to the ratio
that is already in the Ratio Box. ELL  For each Ratio Box, write a sentence that starts For
every… or For each…, and read it to your partner.
• When you have two equivalent ratios in a Ratio
Box, calculate the unit rate and write it in the space
provided.

Practice and Problem Solving Unit 1 Game 21

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 22 Practice and Problem Solving

Unit Practice
Unit 1 Practice Name:
Solve.

Ratios and Proportional Relationships B 3 At basketball practice, Kyla made 60 free throws. This was 80% of her attempts. How many
free throws did Kyla attempt?
A 48 free throws C 75 free throws
In this unit you learned to: Lesson
B 68 free throws D 80 free throws
write a ratio to describe the relationship between two quantities. 1

find the rate and unit rate associated with a given ratio. 2
4 Jolene can read 10 pages in 20 minutes. How fast can she read? Select all that apply.
compare ratios and find equivalent ratios. 3 A 5 pages every 10 minutes C 1 page every 2 minutes
solve unit rate problems. 4
B 2 pages every 1 minute D 1 page every 1 minute
··
2
solve percent problems. 5

Use these skills to solve problems 1–7.

M 5 Philip has 5 red counters, 6 yellow counters, and 9 green counters. Tell whether each
statement is True or False.
a. The ratio of yellow counters to green counters is 2 : 3. u
3 True u False
M 1 Hui walks at a constant speed when he walks for exercise. The table shows how many
b. The ratio of red counters to the total number of u True u
3 False
miles Hui can walk in different amounts of time. Complete the table.
counters is 1 to 3.
Number of Miles Number of Minutes c. The ratio of all counters to yellow counters is 10.
··
3
u True u False
3
1
··
2 6
d. Green counters make up 45% of all the counters. u
3 True u False
1 12

2 24
M 6 Sanjeev is running a race that is 5,000 meters. He has finished 27% of the course. Use
31 42
···
2 benchmark percents to find how many meters he has run.
Show your work.
Possible work: 27% 5 25% 1 1% 1 1%
M 2 Two identical boxes of softballs weigh a total of 480 ounces. Sixteen identical boxes of
baseballs weigh a total of 224 pounds. Does a box of baseballs weigh more or less than a 25% 3 5,000 5 1 3 5,000 5 1,250 1% 5 1 3 5,000 5 50
··
4 ····
100
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box of softballs? Explain. 1,250 1 50 1 50 5 1,350

The baseballs weigh less. Possible explanation: The rate for the baseballs is
Solution: 1,350 meters
224 4 16 5 14 pounds per box. There are 16 ounces in a pound, so the two boxes of

softballs weigh 480 4 16 5 30 pounds. The rate for the softballs is 30 4 2 5 15 C 7 Dawit was earning $100 per week in January. He got a raise of 10% in March, but then he
had a 10% reduction in his weekly pay after changing jobs in August. Was Dawit’s weekly
pounds per box. Because 14 15, the baseballs are lighter.
pay after August higher, lower, or the same as it was in January? Explain.
lower; Possible explanation: After the 10% raise his weekly pay was $110,

because 10% of $100 is $10. Then, after the 10% reduction his new weekly pay

became $110 2 $11 5 $99, because 10% of $110 is $11.

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Unit 1 Practice

Unit 1
Key
B Basic M Medium C Challenge
 Performance Task Unit 1

TEACHER NOTES
NCSCS Standards: NC.6.RP.3, NC.6.RP.4 Unit 1 Performance Task Name:

Standards for Mathematical Practice: 1, 2, 4, 5, 6, 7 Answer the questions and show all your work on
separate paper.
DOK: 3 Your school has been awarded a $2,000 grant. You are
Materials: None using the money to set up an office for the science club. Checklist
The items that you are considering are shown in the table.
You must buy at least one of each item. You can buy more Did you . . .

About the Task than one of any of the items as long as you stay within the
$2,000 budget.
complete all
the necessary
calculations?
The store that sells these products has offered to give you
To complete this task, students solve a multi-step the following discounts. label all the
prices in your
• 10% off any television over $300
problem that involves addition, subtraction, • 15% off any laptop work?
• 5% off any printer or scanner check to make
multiplication, and finding the percent of numbers. The Television Laptop Printer Scanner
sure your total
is within the
task requires them to plan their purchases, develop 32-inch
$230
15-inch screen
$400
Black
$120
Basic scanner
$120
budget?

plans for purchasing multiple items, figure the discount 40-inch

$320
17-inch screen
$460
Color
$250
Scanner and color copier
$300

for each item, find the discounted price, and compare 42-inch
$400
Touch screen
$500

the results against a given budget. Help the science club make a plan.
• Tell the items that you will buy.
• Calculate the total cost, including all discounts.
Getting Started • Find the amount left over from the grant.

Read the problem aloud with students and go over the
checklist. Have them identify the goal and list the steps
needed to decide which items to buy. One approach is
to start by outlining the main tasks: find the discounted
prices, decide what to purchase, and see whether the
Reflect on Mathematical Practices
After you complete the task, choose one of the following
questions to answer.
1 Persevere Did you use estimation to get an idea of
about how many of each item you might order?
Explain.
2 Make Sense of Problems How did you decide which
items to buy?

purchases fit within budget. Then guide students to

break down the steps needed for each of these main
tasks. (SMP 1) ©Curriculum Associates, LLC Copying is not permitted. Unit 1 Performance Task
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Completing the Task

Extension
Students may first estimate to help think about which
items to buy. They can round the prices to the nearest If students have more time to spend on this problem,
hundred. Students may note that these estimates do not you can have them solve this extension:
account for the discounted pricing. (SMP 6) The science club wants to get as many laptops as
Students need to choose a method and a model for possible with the grant and still buy at least one
their work with percents. They may use a bar model, television, one printer, and one scanner. Make a plan
a double number line, a numerical model, or equivalent that meets this goal.
ratios. Students may need a reminder that finding the
discount amount is only the first step. (SMP 4, 5)
Students should base their purchasing decisions on the
actual (discounted) prices. To find the actual price, they
must subtract the discount amount from the full price.
They must keep the goal in mind: decide what items
to buy and how many, and find the amount left over.
(SMP 1, 2)

Practice and Problem Solving Unit 1 Performance Task 23

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 Performance Task Unit 1

SAMPLE RESPONSES AND RUBRIC

4-Point Solution
I need to find the discounted prices of the items and then see which items to buy.
I know that 10% 5 ​  10  ​ or ​  1  ​,  15% 5 ​  15  ​, and 5% 5 ​  5   ​. A table will organize the information.
···
100 ··
10 ···
100 ···
100

Item 32-in. TV 40-in. TV 42-in. TV 15-in. laptop 17-in. laptop

Price $230 $320 $400 $400 $460

Discount none $320 • ​  1  ​  5 $32 $400 • ​  1  ​  5 $40 $400 • ​  15  ​ 5 $60 $460 • ​  15  ​ 5 $69
··
10 ··
10 ···
100 ···
100
New price $230 $320 2 $32 5 $288 $400 2 $40 5 $360 $400 2 $60 5 $340 $460 2 $69 5 $391

Item Touch laptop Black printer Color printer Basic scanner Scanner/copier
Price $500 $120 $250 $120 $300

Discount $500 • ​  15  ​ 5 $75 $120 • ​  5   ​ 5 $6 $250 • ​  5   ​ 5 $12.50 $120 • ​  5   ​ 5 $6 $300 • ​  5   ​ 5 $15
···
100 ···
100 ···
100 ···
100 ···
100
New price $500 2 $75 5 $425 $120 2 $6 5 $114 $250 2 $12.50 5 $237.50 $120 2 $6 5 $114 $300 2 $15 5 $285

I will buy a 42-inch TV, two 17-inch laptops, a color printer, a black printer, a basic scanner, and a scanner/copier. That will
cost $360 1 $782 1 $237.50 1 $114 1 $114 1 $285 5 $1,892.50. I have $2,000 2 $1,892.50 5 $107.50 left over.

REFLECT ON MATHEMATICAL PRACTICES

1. Students should explain how they estimated. For example, they might compare the rounded cost of the most
expensive items in each category to the total budget. (SMP 1)
2. Students’ explanations should include a rationale that addresses the needs of the science club. (SMP 1, 2)

SCORING RUBRIC
4 points T
 he student has completed all parts of the problem correctly. Calculations and models are complete and
correct. The student shows all work, including the discounts and how much money is left.
3 points The student has completed all parts of the problem, with one or two errors. Possible errors might include
miscalculating a discount or the discounted price of an item, not listing a purchased item, or not showing
how much money is left.
2 points The student has attempted all parts of the problem, but made a number of errors. Possible errors include
applying the wrong discount, miscalculating the discount or the new price, adding incorrectly when
finding the total cost, and/or subtracting incorrectly to find the amount remaining. The answer is not
well organized.
1 point The student has not completed all parts of the problem. There are several errors. Discounts, discounted
prices, and the amount of money left are incorrect. The list of items is missing or incomplete.

SOLUTION TO THE EXTENSION

Possible Solution
Four 15-inch laptops cost $340 3 4 5 $1,360. I have $2,000 2 $1,360 5 $640 more to spend. I can get a 40-inch TV,
a color printer, and a basic scanner. $288 1 $237.50 1 $114 5 $639.50. I have 50 cents left.

24 Practice and Problem Solving Unit 1 Performance Task

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