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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Unit 1: Ratios and Rates
Possible time frame:
13-15 days
The concepts of ratio, rate, unit rate, and percent are introduced in this unit. Students extend their understanding of fractions to include the ratio of two quantities and use ratio
language to describe the relationship between the quantities. Students apply their understanding of equivalent fractions to create tables of equivalent ratios, find missing values
in the tables, and plot the pairs of values on the coordinate plane. Students also focus on the rate per 1 (unit rate) and the rate per 100 (percent). Students solve real-world
problems involving unit rates and percents.
Major Cluster Standards
Understand ratio concepts and use ratio reasoning to solve problems.
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The
ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received,
candidate C received nearly three votes.”
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio
relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We
paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”
Standards Clarification
6.RP.A.1 Students continue to
use the concepts of ratio as
they use multiplication and
division to solve real-world
problems.
6.RP.A.2 Unit rates are limited
to non-complex fractions.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams, or equations.
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.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then
at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving
finding the whole, given a part and the percent.
Focus Standards of Mathematical Practice
MP.1 Make sense of problems and
persevere in solving them.
MP.4 Model with mathematics.
MP.5 Use appropriate tools
strategically.
MP.7 Look for and make use of
structure.
The content standards for this unit require that students make sense of real-world and mathematical problems (MP.1) by modeling
relationships with ratios (MP.4) using a variety of tools strategically (e.g., equivalent ratios, tape diagrams, double number line
diagrams, or equations) (MP.5). As students work with unit rates and interpret percent as a rate per 100, and as they analyze the
relationships among the values, they look for and make use of structure (MP.7).
Review the Grade 6 sample year-long scope and sequence associated with this unit plan.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.
Standards
Unit Assessment
Objectives and
Formative Tasks
The major cluster standards
for this unit include:
Students will demonstrate
mastery of the content
through assessment items
and tasks requiring:
Objectives and tasks
aligned to the CCSS prepare
students to meet the
expectations of the unit
assessments.
6.RP.A.1 Understand the
concept of a ratio and use ratio
language to describe a ratio
relationship between two
quantities.
6.RP.A.2 Understand the
concept of a unit rate a/b
associated with a ratio a:b with
b ≠ 0, and use rate language in
the context of a ratio
relationship.
•
•
•
•
Conceptual
Understanding
Procedural Skill and
Fluency
Application
Math Practices
Concepts and Skills
Each objective is broken
down into the key concepts
and skills students should
learn in order to master
objectives.
6.RP.A.3 Use ratio and rate
reasoning to solve real-world
and mathematical problems,
e.g., by reasoning about tables
of equivalent ratios, tape
diagrams, double number line
diagrams, or equations.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
End-of-unit Assessment Sample Items:
1) In Jonesville, Louisiana, 125 students attended last Friday’s high school football game. This is
about 25% of the students currently enrolled at the school. How many students are enrolled at
the high school? Use a double number line or tape diagram to justify your answer.
2) A recipe serves 10 people and uses 3 cups of flour. If you want to make the recipe for 15
people, how many cups of flour should you use?
A. 45 cups
B. 30 cups
C.
D. 4.5 cups
5.5 cups
3) Sarah’s pay last week was $300. She spent $225 on clothes. What percent of her pay was spent
on clothes? Use a tape diagram or double number line to justify your answer.
4) The quarterback at Friday night’s football game completed 20 of his passes during the 4th
quarter, about 80% of the passes that he attempted that quarter. How many passes did he
attempt during the 4th quarter?
5) Painters use a ratio of 5 parts blue paint to 3 parts red paint when mixing the purple paint for
Tiger Stadium. How much blue paint would they need to make 16 gallons of purple paint? Use
a tape diagram to justify your answer.
6) Erica’s recipe for lemonade calls for 1 cup of lemon juice for every 3 cups of water. Molly’s
recipe calls for 3 cups of lemon juice for every 8 cups of water. Use ratio tables to determine
which recipe would have a stronger lemon flavor.
7) Ms. Smith’s class took a vote for refreshments at their class party. Pizza received 10 votes, but
hamburgers only received 5. How many votes did pizza receive for each hamburger vote?
8) Sarah uses 1 cup of lemon juice for every 3 cups of water to make homemade lemonade. How
much lemon juice is she using per cup of water?
9) The total for repairing the five broken desks came to $120. How much was the school billed to
repair each desk?
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
10) A. Find the ratio of stars to triangles in Box A.
B. Circle the boxes that have the same ratio of stars to triangles as Box A.
A.
B.
C.
D.
E.
F.
11) The ratio of boys to girls in Mr. Hebert’s science class is 1:3. Which statements must be
true? Select all that apply:
a.
b.
c.
d.
e.
f.
g.
h.
There are no more than 4 students in the class.
For each boy, there are 3 girls.
For every 3 boys, there is 1 girl.
There are 3 girls per boy.
If there were 16 students in the class, 12 would be girls.
75% of the class is girls.
There are three times as many boys as girls.
¾ of the class are girls.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
12) Farmer Lee knows that each acre of his ranch can support a certain number of cows. Complete
the missing cells in his table below for recommended cows per acre. Plot the values from the
table on a coordinate plane, and draw a straight line through the points. Label the axes.
Acres
Cows
6
10
25
30
36
50
How many acres of land would be needed per cow?
13) If three avocados cost $2.70 then how much would five avocados cost? What’s the price per
avocado?
14) Terrance rode a bike 25 miles in 150 minutes. If he rode at a constant speed,
a. How far did he ride in 15 minutes?
b. How long did it take him to ride 5 miles?
c. How fast did he ride in miles per hour?
d. What was his pace in minutes per mile?
Use a ratio table to show your thinking.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Sample End of Unit Assessment Task:
Taylor and Anya live 63 miles apart. On some Saturdays, they ride their bikes toward each other's
houses and meet somewhere in between. Taylor is a very consistent rider - she finds that her speed is
always very close to 12.5 miles per hour. Anya rides more slowly than Taylor, but she is working out and
is becoming a faster rider as the weeks go by.
1. On a Saturday in July, the two friends set out on their bikes at 8 am. Taylor rides at 12.5 miles
per hour, and Anya rides at 5.5 miles per hour. After one hour, how far apart are they?
2. Make a table showing how far apart the two friends are after zero hours, one hour, two hours,
and three hours.
3. At what time will the two friends meet? How do you know?
4. Taylor says, "If I ride at 12.5 miles per hour toward you, and you ride at 5.5 miles per hour
toward me, it's the same as if you stay still and I ride at 18 miles per hour." What do you think
Taylor means by this? How do you know if she is correct?
5. A couple of months later, on a Saturday in September, the two friends set out again on their
bikes at 8 am. Taylor rides at 12.5 miles per hour. This time they meet at 11 am. How fast was
Anya riding this time? Justify your answer.
Adapted from: http://www.illustrativemathematics.org/illustrations/137
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Sample End-of-Unit Assessment Item Responses:
1)
6.RP.A.3c
There are 500 students enrolled at the high school.
Students
0
125
250
375
500
0%
25%
Percent
50%
75%
100%
2) 6.RP.A.3
Answer choice D
3) 6.RP.A.3c
75% of her paycheck was spent on clothes.
Dollars
$0
$75
0%
Percent
25%
$150
50%
$225
75%
$300
100%
4) 6.RP.A.3c
The quarterback attempted 25 passes.
5) 6.RP.A.3
They would need 10 gallons of blue paint to make 16 gallons of purple paint.
8 parts
1 part
5 parts
3 parts
16 gallons
16 ÷ 8 = 2 gallons
5 × 2 gallons = 10 gallons (blue)
3 × 2 gallons = 6 gallons (red)
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
6) 6.RP.A.3a
Molly’s recipe would have a stronger lemon flavor.
Erica’s Recipe
Lemons
Water
1
3
2
6
3
9
Molly’s Recipe
Lemons
Water
3
8
7) 6.RP.A.1
Pizza received 2 votes for every hamburger vote.
8) 6.RP.A.2
She uses 1/3 cup lemon juice per cup of water.
9) 6.RP.3b, 6.RP.A.2
The school was billed $24 to repair each desk.
10) 6.RP.A.1
Part A: The ratio of stars to triangles is 1:3.
Part B: C and F should both be circled.
11) 6.RP.A.1
Answer choices B, D, E, F and H are all true statements.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
12) 6.RP.A.3a, 6.RP.A.2
Acres
5
Cows
6
10
12
25
30
30
36
50
60
5/6 of an acre would be needed per cow.
13) 6.RP.A.3b, 6.RP.A.2
Five avocados would cost $4.50. The price per avocado is $0.90.
14) 6.RP.A.2
a.
b.
c.
d.
Terrance rode 2.5 miles in 15 minutes
It took Terrance 30 minutes to ride 5 miles
Terrance rode 10 miles per hour
His pace was 6 minutes per mile
miles
minutes
25 2.5 5 10 1
150 15 30 60 6
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Sample End of Unit Assessment Task Response:
6.RP.A.3b
1. On a Saturday in July, the two friends set out on their bikes at 8 am. Taylor rides at 12.5 miles
per hour, and Anya rides at 5.5 miles per hour. After one hour, how far apart are they?
45 miles
2. Make a table showing how far apart the two friends are after zero hours, one hour, two hours,
and three hours.
Hours
0
1
2
3
Alternate Response:
Hours
Miles Apart
63
45
27
9
Distance Taylor
has traveled
0
12.5
25
Miles Apart
0
1
2
Distance Anya
has traveled
0
5.5
11
3
16.5
37.5
9
63
45
27
3. At what time will the two friends meet? How do you know?
At 3 hours, Taylor and Anya only have 9 more miles to travel before they meet. The miles
between Taylor and Anya decreases by 18 miles per hour. Since 9 is half of 18, it will take onehalf hour to travel the 9 miles, so they will meet 3.5 hours later, at 11:30.
Alternate answer: Since the distance between Taylor and Anya is decreasing at 18 miles per
hour, 63/18 = 3.5 hours, so they will meet at 11:30.
4. Taylor says, "If I ride at 12.5 miles per hour toward you, and you ride at 5.5 miles per hour
toward me, it's the same as if you stay still and I ride at 18 miles per hour." What do you think
Taylor means by this? How do you know if she is correct?
Taylor is correct and what she really means is that the distance between them is decreasing by
18 miles every hour, so the amount of time it will take them to meet is the same as if one person
stays put and the other rides at 18 miles per hour. However, the place they meet will not be the
same.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
5. A couple of months later, on a Saturday in September, the two friends set out again on their
bikes at 8 am. Taylor rides at 12.5 miles per hour. This time they meet at 11 am. How fast was
Anya riding this time? Justify your answer.
Hours
Miles Apart
0
1
2
63
42
21
3
0
At 0 hours the friends are 63 miles apart, and at 3 hours they are 0 miles apart. The friends are
getting closer at 21 miles per hour. Since Taylor is riding 12.5 miles per hour, Anya must be riding
8.5 miles per hour.
Alternate Response: Students could also determine that Taylor rode 37.5 miles in the three hours
(12.5 miles per hour x 3 hours) which would mean that Anya has to ride 25.5 miles in three hours
(63 miles – 37.5 miles). 25.5 miles/3 hours = 8.5 miles per hour. This is Anya’s rate.
Adapted from: http://www.illustrativemathematics.org/illustrations/137
Follow link for additional commentary and suggestions for classroom use
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Possible Pacing and Sequence of Standards
Content and Practice Standards
Understand ratio concepts and use ratio reasoning
to solve problems.
6.RP.A.1 Understand the concept of a ratio and use
ratio language to describe a ratio relationship
between two quantities. For example, “The ratio of
wings to beaks in the bird house at the zoo was 2:1,
because or every 2 wings there was 1 beak.” “For
every vote candidate A received, candidate C received
nearly three votes.”
6.RP.A.2 Understand the concept of a unit rate a/b
associated with a ratio a:b with b ≠ 0, and use rate
language in the context of a ratio relationship. For
example, “This recipe has a ratio of 3 cups of flour to 4
cups of sugar, so there is 3/4 cup of flour for each cup
of sugar.” “We paid $75 for 15 hamburgers, which is a
rate of $5 per hamburger.”
6.RP.A.3 Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning
about tables of equivalent ratios, tape diagrams,
double number line diagrams, or equations.
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.
b. Solve unit rate problems including those
involving unit pricing and constant speed. For
Possible Pacing and Sequence
Days 1-2
Objective:
Students will be able to identify and describe a ratio relationship between two quantities.
Concepts and Skills:
• Understand the concept of a ratio by connecting whole number multiplication and division to
ratio concepts
• Use ratio language in multiple ways to describe a ratio relationship between two quantities
• Understand and be able to classify ratios as equivalent
Sample Task:
See Illustrative Mathematics for a sample task that could be used during instruction.
Days 3-4
Objectives:
Students will be able to explain the concept of a unit rate and use rate language in the context of a ratio
relationship.
Concepts and Skills:
• Understand the concept of a unit rate a/b associated with a ratio a:b with b≠0
• Use rate language (including for every, for each, for each 1, and per) in the context of a ratio
relationship
Sample Tasks:
A store was selling 4 grapefruit for $5.
Jenny said, “That means we can write the ratio 5:4, or $1.25 per grapefruit.”
Mandy said, “I thought we had to write the ratio the other way, 4:5 , or 0.8 grapefruit per dollar."
Is Mandy or Jenny right? Can we write different ratios for this situation? Explain why or why not.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
example, if it took 7 hours to mow 4 lawns, then
at that rate, how many lawns could be mowed in
35 hours? At what rate were lawns being
mowed?
c. Find a percent of a quantity as a rate per 100
(e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the
whole, given a part and the percent.
Possible Connections to Standards for Mathematical
Practices
MP.1 Make sense of problems and persevere in
solving them. Students will make sense of problems
presented in real-world contexts in order to
determine a path to solve the problem.
MP.4 Model with mathematics. Students will
identify important quantities in a practical situation,
map their relationships, and analyze those
relationships mathematically to draw conclusions.
MP.5 Use appropriate tools strategically. Students
will use a variety of tools strategically including
double number line diagram, tape diagram, ratio
tables, and the coordinate plane.
MP.7 Look for and make use of structure. Students
will work with unit rates and interpret percent as a
rate per 100, and as they analyze the relationships
among the values, they look for and make use of
structure.
Days 5-6
Objectives:
Students will be able to solve real-world unit rate problems by reasoning in a variety of ways.
Concepts and Skills:
• Use tables of equivalent ratios, tape diagrams, and double line diagrams
• Solve unit rate problems involving constant speed
• Solve unit rate problems involving unit pricing
Sample Task:
Aaron is reading his novel at a constant rate of 2/3 pages in 1 minute.
a. What is the ratio of pages to minutes? Express your answer using two equivalent ratios.
b. Aaron has to read 10 more pages to finish the chapter, but only has 13 minutes until he has to go to
bed. Does Aaron have enough time to finish the 10 pages? Why or why not?
c. Aaron has 34 more pages left to read. How much time will it take him?
Days 7-9
Objectives:
Students will be able to use ratio and rate reasoning to solve real-world and mathematical problems in a
variety of ways.
Concepts and Skills:
• Use tables of equivalent ratios, tape diagrams, and double line diagrams
• Find missing values in ratio tables
• Use ratio tables to compare ratios
• Plot pairs of values on the coordinate plane
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Sample Task:
Application Task Description:
Working in groups, students are asked to plan purchases for an event given a budget per person.
Students are asked to demonstrate their understanding of ratio and rate reasoning through the use of
use of double number lines, and plotting pairs of values on a coordinate plane.
See the Mathematics Assessment Project for an additional sample task that could be used during
instruction.
Days 10-12
Objective:
Students will be able to apply knowledge of ratios and rates to understand and solve problems involving
percents.
Concepts and Skills:
• Find a percent of a quantity as a rate per 100
• Solve problems involving finding the whole, given a part and the percent
Sample Task:
20 girls make up 80% of the school choir. Find the total number of choir members. Show two different
ways of solving the answer. One of the methods must include a diagram or picture model.
Days 13-15: End of Unit Assessment
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Application Task:
Your group has been selected to represent the sixth grade class at meetings to help prepare for an endof-year celebration. The school has decided to have a crawfish boil to celebrate the end of the school
year for the sixth grade students. They would like your group to help them plan the event and
determine how much food and drink they will need to order.
1. A local restaurant uses the chart below to recommend the number of pounds of crawfish for
takeout and catering orders based on the number of people to be served.
Number of People
10
20
30
40
50
60
70
80
90
100
Pounds of Crawfish
30
60
90
120
150
a. Using the table above, create a double number line diagram to represent the number of pounds of
crawfish needed for groups up to 100 people then fill in the missing quantities on the table in the
Pounds of Crawfish column.
b. Based on your work in part a, describe the relationship between the number of pounds of crawfish
and the number of people to be served as a unit rate. How can this unit rate be used to find out how
many pounds of crawfish to order if there are 45 people to be served?
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
c.
Plot the values from the table in part a on a coordinate plane, and draw a straight line through the
points. Label the axes. Then use the graph to find the quantity of crawfish that would be needed
for 150 people.
2. The same restaurant uses the price list below to charge for other menu items.
Menu Item
Boiled Crawfish
Corn and Potatoes
Sweet and Unsweet Tea
Water (16 oz bottles)
Coke products (12 oz cans)
Price
$2.75 per lb
$1.50 per lb
$10.00 per gallon
$6.00 per case of 24
$4.50 per case of 12
Use the chart from question 1 and the price list above to help answer the following. Also, consider
the following:
• 3 pounds of corn and potatoes will feed four people.
• One gallon of tea (sweet or unsweet) will serve 10 drinks.
• Each person will drink at least 2 beverages.
The school has told your group that they want to spend no more than $12.00 per person. What
should be purchased to be prepared for a group of 100 people and stay within the per person
budget? Your choices should include an appropriate amount of crawfish, corn and potatoes, and
beverages. Your final product should include a narrative explaining your choices with justifications
for those decisions. Be prepared to share your narrative with the class.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
Application Task Exemplar Response:
Your group has been selected to represent the sixth grade class at meetings to help prepare for an endof-year celebration. The school has decided to have a crawfish boil to celebrate the end of the school
year for the sixth grade students. They would like your group to help them plan the event and
determine how much food and drink they will need to order.
1. A local restaurant uses the chart below to recommend the number of pounds of crawfish for
takeout and catering orders based on the number of people to be served.
Number of People
Pounds of Crawfish
10
20
30
40
50
60
30
60
90
120
150
180
80
90
100
240
270
300
70
210
a. Using the table above, create a double number line diagram to represent the number of pounds of
crawfish needed for groups up to 100 people then fill in the missing quantities on the table in the
Pounds of Crawfish column.
Crawfish
0
30
60
90
120
150
180
210
240
270
300
0
10
People
20
30
40
50
60
70
80
90
100
b. Based on your work in part a, describe the relationship between the number of pounds of crawfish
and the number of people to be served as a unit rate. How can this unit rate be used to find out how
many pounds of crawfish to order if there are 45 people to be served?
The unit rate of number of pounds of crawfish per person is 3 pounds of crawfish per person. To find
the number of pounds of crawfish needed to feed 45 people, multiply 45 by 3. To serve 45 people,
135 pounds of crawfish would be needed.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
c. Plot the values from the table on a coordinate plane, and draw a straight line through the points.
Label the axes. Then use the graph to find the quantity of crawfish that would be needed for 150
people.
2. The same restaurant uses the price list below to charge for other menu items.
Menu Item
Boiled Crawfish
Corn and Potatoes
Sweet and Unsweet Tea
Water (16 oz bottles)
Coke products (12 oz cans)
Price
$2.75 per lb
$1.50 per lb
$10.00 per gallon
$6.00 per case of 24
$4.50 per case of 12
Use the chart from question 1 and the price list above to help answer the following. Also, consider
the following:
• 3 pounds of corn and potatoes will feed four people.
• One gallon of tea (sweet or unsweet) will serve 10 drinks.
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Mathematics
Grade 6 – Unit 1 (SAMPLE)
•
Each person will drink at least 2 beverages.
The school has told your group that they want to spend no more than $12.00 per person. What can
be purchased to be prepared for a group of 100 people and stay within the per person budget?
Your choices should include an appropriate amount of crawfish, corn and potatoes, and beverages.
Include a narrative explaining your choices with justifications for those decisions in your final
product. Be prepared to share your narrative with the class.
Sample Response:
We recommend the following to be purchased for the end-of-year crawfish boil based on 150 people:
• At a rate of 3 pounds of crawfish per person, we need to buy 3 x 100 = 300 pounds of
crawfish. At $2.75 per pound, the cost of the crawfish would be 300 x $2.75 = $825.
• If 3 pounds of corn and potatoes feeds four people, then 1 person will eat 0.75 pounds of
corn and potatoes. For 100 people, this would mean 100 x 0.75 = 75 pounds of corn and
potatoes. The cost for the corn and potatoes will be 75 x $1.50 per pound = $112.50.
• Based on our group preferences, we decided that we would order enough water for 50
people, coke products for 30 people, and tea for 20 people. If each person drinks at least two
beverages, then we will need to buy at least 100 waters, at least 60 coke products, and
enough tea for 40 drinks.
o Waters come 24 to a case, so 100/24 is about 4.2 cases, but since we can’t buy a
part of a case, we will need to buy 5 cases. 5 cases of water at $6.00 per case will
cost $30.
o Coke products are packaged 12 per case, so to get 60 coke products we will need 5
cases because 60/12 = 5. 5 cases of coke products at $4.50 per case will cost $22.50
(5 x 4.50 = 22.50).
o To have enough tea for 40 drinks, we will need to have 4 gallons of tea (40/10 = 4).
We suggest buying 2 gallons of sweet tea and 2 gallons of unsweet tea. The cost of 4
gallons of tea can be found by multiplying 4 x $10 which gives a cost of $40.
o The total cost for the end-of-year celebration is found by adding the total costs of
each of the menu options: $825 + $112.50 + $30 + $22.50 + $40 = $1,030.00. To find
the total cost per person, divide $1,030 by 100 people, and the cost per person is
$10.30.
Teacher note: This portion of the task will take on many different looks. Students have multiple
options to fulfill the requirements listed above. They will need to make some decisions about the
types and quantities of beverages. Attention will need to be given to students who use an incorrect
answer from question 1 with a correct procedure or correct reasoning to answer this portion of the
task.
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