This Mid Unit Assessment is used in conjunction with the Illustrative Mathematics Curriculum.There is an included of multiple choice and open ended questions. This aligns to the rubric also included at the end of the assessment. This Mid Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This is a 3 act lesson by Dan Meyer.  In this lesson students ask and answer, "How long does it take the sink to fill up?", after viewing a video of a leaky fauct.

In order to solve this problem, students must assume that if you mix a cubic foot of sand with a cubic foot of cement, you will have 2 cubic feet of mix.

This Three-Act task shows students a video of how Dan messed up his Nana's chocolate milk proportions. Using a double number line, students try to find ways to fix the mistake using different ratios.

This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

The purpose of this task is to provide students an opportunity to use mathematics addressed in different standards in the same problem.

Pixar in a Box - Virtual Cameras is an engaging activity to assist students as young as grade 5 to explore how light and lenses in cameras work.  The lesson also focuses on ratios.  The following are the standards covered in this lesson:
Math:  CCSS.MATH.CONTENT.6.RP.A.3
Science:  MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

In some textbooks, a distinction is made between a ratio, which is assumed to have a common unit for both quantities, and a rate, which is defined to be a quotient of two quantities with different units (e.g. a ratio of the number of miles to the number of hours). No such distinction is made in the common core and hence, the two quantities in a ratio may or may not have a common unit. However, when there is a common unit, as in this problem, it is possible to add the two quantities and then find the ratio of each quantity with respect to the whole (often described as a part-whole relationship).

This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.

This lesson is called Cedar's Pattern and provides a visual basis for understanding and using tape diagrams and tables to find ratio equivalencies.

This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.

This lesson is called Cedar's Beading Supplies as a context for solving rate problems.

This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.

This lesson is called Better Buy as a way to practice unit rates.

This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.

This lesson is called Cedar's Sales and is an introductory lesson about
creating tables and graphs showing rate relationships.

Riding at a Constant Speed focuses primarily on application of ratio and rate reasoning to solve problems. The problem presents Lin riding a bike at a constant speed: 20 miles in 150 minutes. The resource uses students' apply their initial understanding of ratios and rates to solve a real-life problem. The task uses friendly numbers so students can easily develop different solution strategies (unit rate, double number line, table, graph) to solve the problem. While the resource does not explicitly mention it, this task has potential to discuss the different representations and have students make connections among them.

In this task students use ratio and rate reasoning to solve the real-world problem of a runners rate and distance.

In this task students use ratio and rate reasoning to solve the real-world problem of placing a security camara in a shop.

This problem is the fifth in a series of seven about ratios. In the first problem students define the simple ratios that exist among the three candidates. It opens an opportunity to introduce unit rates. The subsequent problems are more complex. In the second problem, students apply their understanding of ratios to combine two pools of voters to determine a new ratio. In the third problem, students apply a known ratio to a new, larger pool of voters to determine the number of votes that would be garnered.

This is the sixth problem in a series of seven that use the context of a classroom election. While it still deals with simple ratios and easily managed numbers, the mathematics surrounding the ratios are increasingly complex.

This is the last problem of seven in a series about ratios set in the context of a classroom election. Since the number of voters is not known, the problem is quite abstract and requires a deep understanding of ratios and their relationship to fractions.