Grade 6 Mathematics · Unit 3: Ratios & RatesStandard 6.AT.3

Lesson 3.63.6 Small Group · Group 2

Group 2 · Set BSecond challenge form · new problems, same idea

Mastery check☐ Exceeds☐ Meets target☐ Needs practice
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Learning target I can use ratio reasoning to convert between units within the same measurement system, explain why the method works, and use it on a problem I have not seen before.

Remember3.6 Small Group · Group 2

Check the size of the new unit first: multiply to change to a smaller unit, and divide to change to a larger unit. To change to a larger unit, divide by the conversion factor. You get fewer of the larger unit.

Words: Conversion factor (Factor de conversión)Unit ratio (Razón unitaria)Convert (Convertir)Measurement system (Sistema de medidas)Double number line (Recta numérica doble)

  1. 1Complete each step, then write the final answer.
    MetersKilometers________________

    A path is 9,000 meters long. There are 1,000 meters in 1 kilometer. How many kilometers long is the path?

    Show your work
    Final answer:
  2. 2Complete each step, then write the final answer.
    InchesFeet________________

    A table is 66 inches long. How many feet long is it? Write your answer as a decimal.

    Show your work
    Final answer:
  3. 3Complete each step, then write the final answer.
    MillilitersLiters________________

    A carton holds 2,250 milliliters of juice. How many liters of juice is that?

    Show your work
    Final answer:
  4. 4Complete each step, then write the final answer.
    KilometersMeters________________

    A track is 400 meters around. How many laps does a runner need to run 3 kilometers?

    Show your work
    Final answer:

Explain your thinkingAna thought 6 inches was 0.6 foot. How do you decide to multiply or divide, and how do you check that your answer makes sense?

How did it go? ☐ 4 · I can teach it☐ 3 · I've got it☐ 2 · I need a hint☐ 1 · I need help