Academic standards

- 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)