Academic standards
- CCSS.Math.Content.7.EE.A.2
- Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are...
- CCSS.Math.Content.7.EE.B.4
- Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by...
- CCSS.Math.Content.7.RP.A.1
- Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different...
- CCSS.Math.Content.7.RP.A.2
- Recognize and represent proportional relationships between quantities.
- CCSS.Math.Content.7.RP.A.3
- Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and...
- GLE 0706.2.3
- Develop an understanding of and apply proportionality.
- GLE 0706.3.1
- Recognize and generate equivalent forms for simple algebraic expressions.
- GLE 0706.3.5
- Understand and graph proportional relationships.
- GLE 0706.3.6
- Conceptualize the meanings of slope using various interpretations, representations, and contexts.
- GLE 0706.3.7
- Use mathematical models involving linear equations to analyze real-world phenomena.
- GLE 0706.3.8
- Use a variety of strategies to efficiently solve linear equations and inequalities.
- GLE 0706.4.2
- Apply proportionality to converting among different units of measurements to solve problems involving rates such as motion at a constant speed.
- GLE 0706.4.4
- Understand and use ratios, derived quantities, and indirect measurements.
- SPI 0706.1.3
- Recognize whether information given in a table, graph, or formula suggests a directly proportional, linear, inversely proportional, or other nonlinear relationship.
- SPI 0706.2.6
- Express the ratio between two quantities as a percent, and a percent as a ratio or fraction.
- SPI 0706.3.1
- Evaluate algebraic expressions involving rational values for coefficients and/or variables.
- SPI 0706.3.3
- Given a table of inputs x and outputs f(x), identify the function rule and continue the pattern.
- SPI 0706.3.4
- Interpret the slope of a line as a unit rate given the graph of a proportional relationship.
- SPI 0706.3.5
- Represent proportional relationships with equations, tables and graphs.
- SPI 0706.3.6
- Solve linear equations with rational coefficients symbolically or graphically.
- SPI 0706.3.7
- Translate between verbal and symbolic representations of real-world phenomena involving linear equations.
- SPI 0706.3.8
- Solve contextual problems involving two-step linear equations.
- SPI 0706.3.9
- Solve linear inequalities in one variable with rational coefficients symbolically or graphically.
- TSS.Math.7.EE.A.2
- Understand that rewriting an expression in different forms in a contextual problem can provide multiple ways of interpreting the problem and how the...
- TSS.Math.7.EE.B.4
- Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by...
- TSS.Math.7.RP.A.1
- Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. For...
- TSS.Math.7.RP.A.2
- Recognize and represent proportional relationships between quantities.
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
Essential and guiding questions:
Part A:
- How do you decide whether two quantities form a proportional relationship?
- How do you identify the constant of proportionality in a table of values?
PART B:
- Why did you make x = Number of Students Selling Books and y = Number of Coupon Books Sold in the equation or graph?
- How would switching the labels for the x and y axes change the graph?
PART C:
- Why did some of you create an equation where you multiplied by 3?
- Why did we get the same answer when some of you multiplied by 3 and others divided by 3?
