### Standards & Objectives

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 0706.3.5
Understand and graph proportional relationships.
GLE 0706.3.6
Conceptualize the meanings of slope using various interpretations, representations, and contexts.
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 0706.3.4
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.
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.

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Essential and guiding questions:

PART A:

• Tell me the first thing you wrote on your paper. What is important to remember when expressing ratios? (MP6)
• How are the ratios you wrote for part A related? What patterns did you see? (MP7)

PART B:
Equivalent Ratios in a Table

• I know some people made a table to solve part B. How did this help? (MP8)
• What is the relationship between the steps given in the problem and the answer you gave? (MP7)
• Looking at your table, how could you scale up the 5 and the 4 to answer the question more efficiently? (MP2, MP7)
• If 5 x 13 = 65 and 4 x 13 = 52, how is the 13 related to the 117? (MP7)
• If Casey walked 130 steps, how could you quickly determine how many steps Jasmine took? (MP8)

Scaling the Whole

• Some of you divided 117 by 9. How did you know to divide by 9? What did this tell you? (MP1, MP2, MP7)
• How are the 117 and 9 related? (MP7)
• Who can show how this method connects to using the table? (MP3)

Blooms taxonomy level:
Understanding
Differentiation suggestions:

If students can’t get started….
Assessing:

• Tell me what you are trying to do for part A. For part B? (MP1, MP2)