Use 1 kilometer ≈ 0.62 mile. A distance of 80 kilometers is approximately how many miles?
Choose an answer to see the worked solution.
Worked solutionEach kilometer is about 0.62 mile: 80 × 0.62 = 49.6 miles.
Grade 6 ILEARN Math Checkpoint 3 Practice
What Checkpoint 3 covers in grade 6, items to try, the mistakes students make most, and the practice that goes with it.
Designed, reviewed, and checked by Greg · 25+ years in the classroom · Updated for 2026-27 · Window Feb 8 – Apr 9, 20275standards
100practice items
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What Checkpoint 3 covers
5 standards, 2 marked essential. Short names in our own words.
- 6.GM.1Convert between measurement systems
- 6.RP.2Unit rate and rate language
- 6.RP.3Equivalent ratio tables; plotting pairs
- 6.RP.4Solve rate and ratio problems with modelsEssential
- 6.RP.5Equations for proportional relationshipsEssential
Try three items
Pick an answer to see the worked solution.
A car travels 384 miles using 12 gallons of fuel. What is the unit rate in miles per gallon?
Choose an answer to see the worked solution.
Worked solutionMiles per gallon means the miles that go with one gallon: 384 ÷ 12 = 32 miles per gallon.
Brand A sells 12 ounces of rice for $3. Brand B sells 20 ounces of the same rice for $4. Which brand is the better buy, and how do you know?
Choose an answer to see the worked solution.
Worked solutionCompare the cost of one ounce. Brand A: 3 ÷ 12 = $0.25 per ounce. Brand B: 4 ÷ 20 = $0.20 per ounce. Brand B costs less for the same amount, so it is the better buy even though its total price is higher.
Where students go wrong
The most common mistake on each standard, and what to do about it, from the teacher pages in the Checkpoint 3 intervention.
Converting in the wrong direction
- What it looks like
- 45 kilometers converted to miles by multiplying by 1.61, giving about 72 miles. The student uses the factor that appears in the problem without asking which way it points, so the answer is wrong by a factor of about 2.6 and looks reasonable.
- What to do
- Before computing, decide whether the answer should be a BIGGER or SMALLER count. A kilometer is shorter than a mile, so 45 kilometers is fewer than 45 miles — the answer must be under 45. Any result above it is wrong before you check the arithmetic.
Inverting the rate
- What it looks like
- 6 cups of flour for 3 loaves reported as “0.5 loaves per cup” when the question asked for cups per loaf. The division is performed correctly in the wrong order, so the number is right for a question nobody asked.
- What to do
- Underline the word “per” in the question and box the unit that follows it. That unit goes on the BOTTOM, and it is the quantity you divide by. Cups per loaf means divide by loaves.
Extending a table by adding instead of multiplying
- What it looks like
- A table of 4:3 extended to 8:6, 12:9, then 16:12 correctly — but asked for 20, the student writes 15 by adding 3 each time and gets it right, then fails the moment a column is skipped or the step is not constant. Asked to continue 4:6 the student writes 6:8, adding two to each.
- What to do
- Find the multiplier BETWEEN the rows, not the step along them. In a 4:3 table, every bottom entry is the top times 34. That single number fills any column in any order, including ones that are not next in line.
Scaling by adding the difference
- What it looks like
- Three tickets cost $24, so seven tickets cost $28 — the student adds 4 to the count and 4 to the price. The answer moves in the right direction, which is why it is not questioned.
- What to do
- Go through the unit rate every time the numbers are not obvious multiples. One ticket is $24 ÷ 3 = $8, so seven are 7 × $8 = $56. Estimate first: seven tickets is more than double three, so the price must be more than double $24.
Swapping the dependent and independent variables
- What it looks like
- For “a machine makes 12 toys every hour” the student writes h = 12t, or says hours depend on toys. The equation has the right numbers and models the reverse relationship.
- What to do
- Say the sentence “___ depends on ___” out loud before writing anything. Toys depend on hours, so toys is what the equation solves for and sits alone: t = 12h. Test it with one hour.
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The grade 6 screener: two items per standard, a class tracker and a page that says where each student goes next.
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60 items · 41 pagesCheckpoint 3 Intervention & Reteach
A teacher page, reteach page, practice, error analysis and exit ticket for each standard.
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Independent practiceIndependent practice for the Indiana ILEARN Math assessment. Not affiliated with, sponsored by, or endorsed by the Indiana Department of Education. Standard names are short summaries in our own words; see IDOE for the official text.