M.6.R.RP.3

The main ratio reasoning standard of the grade, and the base for all of proportional reasoning in Grade 7.

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Grade 5

M.5.DA.OA.3Two related patterns, paired into ordered pairs and graphed, have the same structure as a ratio table plotted on the coordinate plane.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.M.5.SR.MD.1Converting among measurement units comes from here. Part d reasons about those conversions as ratios.Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems. Assess the reasonableness of answers using mental and estimation strategies.

Grade 4

M.4.R.NF.1Multiplying both numbers by the same amount, the move behind equivalent fractions, is also the move behind a table of equivalent ratios.Demonstrate understanding of why a fraction is equivalent to another fraction by using visual fraction models (e.g., tape diagrams and number lines), with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Understand and use general principles to recognize and generate equivalent fractions.M.4.R.NF.6PriorityHundredths are where "out of 100" starts, which part c treats as a rate per 100.Explore and explain decimal notation for fractions with denominators of 10 and 100 using models, words, and/or numbers. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

M.6.R.RP.3

Priority

Efficiently, flexibly, and accurately demonstrate understanding of ratio and rate reasoning by solving real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations to find different ways to express the same ratio.

  1. 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.
  2. b.Solve unit rate problems (like price per item and constant speed)
  3. c.Find percent of a quantity as a rate per 100 (a special ratio out of 100), including finding the whole, a part, and the percent as appropriate for a given context.
  4. d.Use ratios to convert between different measurement units, like inches to feet, considering when it is appropriate to multiply or divide quantities.

Common Core: 6.RP.A.3

Resources11 thinking tasks36 IM tasksWIDAOSPI

Thinking tasks11

7 more

From the BTC Curricular Math Task Sheet, shared by Building Thinking Classrooms teachers

Illustrative Mathematics tasks36

32 more

From the Illustrative Mathematics task library, CC BY-NC-SA 4.0

WIDA language connections1

Explain · Expressivespeaking, writing and representing

ELD-MA.6-8.Explain.Expressive · Language for Mathematics, Grades 6-8

Construct mathematical explanations that…

  • Introduce concept or entity
  • Share solution with others
  • Describe data and/or steps to solve problem
  • State reasoning used to generate solution

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Washington OER Hub · Free, openly licensed materials for M.6.R.RP.3

Smarter Balanced interim assessment

  • Grade 6: Ratios and Proportional Relationships · Focused interim block, items 1, 2, 3, 4, 5, 6, 9, 10, 11, 13, 8*, 12*

A star marks an item aligned to Smarter Balanced claims 2, 3 or 4: problem solving, reasoning or modeling on this content.

On the SBA

PRISM's read

Most of the ratio block: tables of equivalent ratios, unit rates, percent and unit conversion, usually in a situation.

Smarter Balanced target

Claim 1 (Concepts and Procedures), Target A: Understand ratio concepts and use ratio reasoning to solve problems.

Major work of the grade, DOK 1, 2.

OSPI's interim connections

  • Grade 6: Ratios and Proportional Relationships · items 1, 2, 3, 4, 5, 6, 9, 10, 11, 13, 8*, 12*

A star marks an item aligned to Smarter Balanced claims 2, 3 or 4: problem solving, reasoning or modeling on this content.

Smarter Balanced publishes its claims and targets in its content specifications, written to the Common Core. A 2026 standard reaches them through OSPI's crosswalk. Check them before anything official.

Builds to

Where it goes next

Connects to

Taught alongside it, including its supporting standards.

M.6.R.NS.1PriorityUnit rates and "how many groups" problems with fractional amounts use these quotients.Interpret and efficiently, flexibly, and accurately determine quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.M.6.SR.NS.8PriorityPart a plots pairs of equivalent ratios on the coordinate plane.Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.M.6.R.EE.9PriorityA ratio table and a table of two related variables are the same picture, and an equation can describe both.Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation.

Standards text, priority flags, the Common Core crosswalk and the linked resources are published by the Washington Office of Superintendent of Public Instruction (OSPI). PRISM is an independent tool, not affiliated with or endorsed by OSPI. The Standards for Mathematical Practice text is from the Common Core State Standards.

Check OSPI's documents before anything official. Back to the standards hub