# 6.3 Unit Rates and Percentages

### Lesson 1

• I can see that thinking about “how much for 1” is useful for solving different types of problems.

### Lesson 2

• I can name common objects that are about as long as 1 inch, foot, yard, mile, millimeter, centimeter, meter, or kilometer.
• I can name common objects that weigh about 1 ounce, pound, ton, gram, or kilogram, or that hold about 1 cup, quart, gallon, milliliter, or liter.
• When I read or hear a unit of measurement, I know whether it is used to measure length, weight, or volume.

### Lesson 3

• When I know a measurement in one unit, I can decide whether it takes more or less of a different unit to measure the same quantity.

### Lesson 4

• I can convert measurements from one unit to another, using double number lines, tables, or by thinking about “how much for 1.”
• I know that when we measure things in two different units, the pairs of measurements are equivalent ratios.

### Lesson 5

• I understand that if two ratios have the same rate per 1, they are equivalent ratios.
• When measurements are expressed in different units, I can decide who is traveling faster or which item is the better deal by comparing “how much for 1” of the same unit.

### Lesson 6

• I can choose which unit rate to use based on how I plan to solve the problem.
• When I have a ratio, I can calculate its two unit rates and explain what each of them means in the situation.

### Lesson 7

• I can give an example of two equivalent ratios and show that they have the same unit rates.
• I can multiply or divide by the unit rate to calculate missing values in a table of equivalent ratios.

### Lesson 8

• I can solve more complicated problems about constant speed situations.

### Lesson 9

• I can choose how to use unit rates to solve problems.

### Lesson 10

• I can create a double number line with percentages on one line and dollar amounts on the other line.
• I can explain the meaning of percentages using dollars and cents as an example.

### Lesson 11

• I can use double number line diagrams to solve different problems like “What is 40% of 60?” or “60 is 40% of what number?”

### Lesson 12

• I can use tape diagrams to solve different problems like “What is 40% of 60?” or “60 is 40% of what number?”

### Lesson 13

• When I read or hear that something is 10%, 25%, 50%, or 75% of an amount, I know what fraction of that amount they are referring to.

### Lesson 14

• I can choose and create diagrams to help me solve problems about percentages.

### Lesson 15

• I can solve different problems like “What is 40% of 60?” by dividing and multiplying.

### Lesson 16

• I can solve different problems like “60 is what percentage of 40?” by dividing and multiplying.

### Lesson 17

• I can apply what I have learned about unit rates and percentages to predict how long it will take and how much it will cost to paint all the walls in a room.