PORTFOLIO RESPONSE SHEET: Ratios and Proportional Reasoning

PORTFOLIO RESPONSE SHEET: Ratios and Proportional Reasoning
Course Code and Title: AUA2
Course Module:
Performance Task #: 2
Complete this portfolio response sheet to satisfy the performance assessment task for
this course module. Be sure to upload it to Taskstream for submission.
Note: As you begin to insert your responses to the prompts found in this document,
please be sure to save it frequently, (and note the location of the file) so as to not
lose any of your work.
Part 1 of 3: Analyze the Standards
Respond to the following four writing prompts that focus on developing instruction in
ratios and proportional reasoning from the corresponding state standards.
1. Select three standards from your state that apply to ratios and proportional
reasoning for grades K-6. The three selected standards must represent three
different grade levels.
3rd grade
MA.03.NF.A
Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.
4th grade
MA.04.NF.C
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram
6th grade
MA.06.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.
2. Discuss how the chosen standards build student understanding of ratios and
proportional reasoning across the three K–6 grade levels selected previously.
● The chosen standards gradually build student understanding of ratios and
proportional reasoning by advancing the expectation from one grade level to the
next. In third grade students are expected to gain primary knowledge of how
fractions can be equivalent to other fractions if they are the same size or can be
represented in the same place on a number line. For example 2/4 and 4/8 are
both half a whole and would be positioned in the the same place between 0 and
1 on the number line.
The fourth grade standard builds on to this by increasing student understanding
of fractions to their equivalent decimals by requiring students to have a solid
understanding of the relationship between fractions and decimals and that
fractions and decimals represent parts of a whole number. For example students
should be able to see the connection of 1/10 to .10. Students should know that
"deci-" in the word means "ten" and that .10 and 1/10 are equal to each other
and they both represent one tenth of the whole number.
Sixth grade students use their knowledge of fractions to help them understand
how to find equivalent ratios. Previous standards that have taught students about
fractions and equivalent fractions will help support student understanding of
ratios. In sixth grade students should have the ability to solve mathematical
problems that use various diagrams to find equivalent ratios. For example
students should know how to create tables of equivalent ratios, find missing
values in the tables and plot the pairs of values on the Cartesian coordinate
plane. Each standard continues to build onto standards that were taught in
previous years so that students can develop a deep understanding of
mathematical concepts. 

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