Students critique and improve their work on the Self Check.Key ConceptsNo new concepts are introduced in this lesson. To solve the problems in the Self Check, students use fraction division and operations with decimals.Goals and Learning ObjectivesUse knowledge of fraction division and decimal operations to solve problems.

During this two-day lesson, students work with a partner to create and implement a problem-solving plan based on the mathematical concepts of rates, ratios, and proportionality. Students analyze the relationship between different-sized gummy bears to solve problems involving size and price.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Help students develop and refine these problem-solving skills:Creating a problem solving plan and implementing their plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in a real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Use ratios.Write and solve proportions.Create rate tables to organize data and make predictions.Use multiple representations—including tables, graphs, and equations—to organize and communicate data.Articulate strategies, thought processes, and approaches to solving a problem, and defend why the solution is reasonable.

During this two-day lesson, students work with a partner to create and implement a problem-solving plan based on the mathematical concepts of rates, ratios, and proportionality. Students analyze the relationship between different-sized gummy bears to solve problems involving size and price.Key ConceptsThroughout this unit, students are encouraged to apply the mathematical concepts they have learned over the course of this year to new settings. Helping students develop and refine these problem solving skills:Creating a problem solving plan and implementing their plan systematicallyPersevering through challenging problems to find solutionsRecalling prior knowledge and applying that knowledge to new situationsMaking connections between previous learning and real-world problemsCommunicating their approaches with precision and articulating why their strategies and solutions are reasonableCreating efficacy and confidence in solving challenging problems in a real worldGoals and Learning ObjectivesCreate and implement a problem-solving plan.Organize and interpret data presented in a problem situation.Analyze the relationship between two variables.Use ratios.Write and solve proportions.Create rate tables to organize data and make predictionsUse multiple representations—including tables, graphs, and equations—to organize and communicate data.Articulate strategies, thought processes, and approaches to solving a problem and defend why the solution is reasonable.

In this lesson, students use an interactive map to compare the crowdedness of three countries of their choice. They learn that to compare countries with different areas and populations, they need to calculate population density—a rate that compares the population of a region to its area.Key ConceptsA ratio is a comparison of two quantities by division. It can be expressed in the forms a to b, a:b, or ab, where b ≠ 0. The value of a ratio is found by dividing the two quantities. A ratio provides a relative comparison of two quantities. A rate is a ratio that compares two quantities measured in different units. Population density is a rate that compares the population of a region to its area. The value is given in number of people per unit of area.ELL: Identifying key words are crucial for students. Spend some time discussing the key vocabulary in this unit.Goals and Learning ObjectivesExplore rate in the context of population density.Compare three countries to see which is most crowded—that is, which has the greatest population density.

Students design and work on their projects in class. They review the project rubric and, as a class, add criteria relevant to their specific projects.Key ConceptsStudents apply their knowledge about ratios to solve a problem. They represent ratios using models such as tables, tape diagrams, double number lines, or graphs.Goals and Learning ObjectivesUse and interpret ratios to solve a problem.Model ratios—including tables, tape diagrams, double number lines, graphs—to represent a problem situation.Articulate strategies, thought processes, and approaches to solving a problem and defend why the solution is reasonable.

This lesson formally introduces and defines a ratio as a way of comparing numbers to one another.Key ConceptsA ratio is defined by the following characteristics:A ratio is a pair of numbers (a:b).Ratios are used to compare two numbers.The value of a ratio a:b is the quotient a ÷ b, or the result of dividing a by b.Other important features of ratios include the following:A ratio does not always tell you the values of quantities being compared.The order of values in a ratio matters.Goals and Learning ObjectivesIntroduce a formal definition of ratio.Use the definition of ratio to solve problems related to comparing quantities.Understand that ratios do not always tell you the values of the quantities being compared.Understand that the order of values in a ratio matters.

Students watch a video in which a double number line is used to solve a problem about getting the right amount of protein mix. Using the double number line is an example of modeling with mathematics, which is Mathematical Practice 4.Key ConceptsA double number line shows corresponding values for two variable quantities with a constant ratio between them. Each pair of tick marks that go together shows a ratio equivalent to all of the other ratios between corresponding tick marks.Goals and Learning ObjectivesWatch an example of students using mathematics to model a relationship between quantities (MP4).Use a double number line to solve a problem.Use a double number line to deepen understanding of equivalence in the context of a relationship between quantities with a constant ratio.SWD: Some students with disabilities will benefit from a preview of the goals in each lesson. Students can highlight the critical features and/or concepts and will help them to pay close attention to salient information.

Students use double number lines to model relationships and to solve ratio problems.Key ConceptsDouble number line diagrams are useful for visualizing ratio relationships between two quantities. They are best used when the quantities have different units. (The unit rate appears paired with 1.) Double number line diagrams help students more easily “see” that there are many equivalent forms of the same ratio.Goals and Learning ObjectivesUnderstand double number line diagrams as a way to visually compare two quantities.Use double number line diagrams to solve ratio problems.

Students are asked to fix a botched mixture that does not follow a given recipe. To fix the mixture, students must find a ratio of eggs to flour that is equivalent to 2:3, but without explicit instruction on the concept of equivalent ratios.Key ConceptsStudents are invited to investigate the underlying idea of equivalent ratios by “correcting” the ratio between two ingredients in a botched mixture that does not follow a given recipe.Goals and Learning ObjectivesExplore a problem based on a recipe with two ingredients.Share approaches, clarify reasoning, and develop clear explanations of how to know a mixture has the right balance of ingredients.

Students work with a set of cards showing different ways of expressing ratios, including both part-part statements and part-whole statements. They group the cards that show the same ratio of boys to girls, but without the explicit use of the term equivalent.Key ConceptsRatios can be represented in a:b form, as fractions, as decimals, as factors, and in words; they can be expressed in part-part statements or in part-whole statements.Goals and Learning ObjectivesGroup cards showing ratios that are equivalent but expressed in different forms.

Students work with a set of cards showing different ways of expressing ratios numerically. They group the cards showing equivalent ratios and then order the groups from least to greatest value.Key ConceptsIt can be hard to compare the values of ratios represented in different forms (e.g., a:b, decimal, fraction, a to b). Simplifying ratios makes it easier to compare and order their values.Goals and Learning ObjectivesIdentify ratios that are equivalent but expressed differently.Simplify ratios in order to group and order cards efficiently and successfully.

Students use informal methods of their own choosing to find percents of randomly generated monetary values.Key ConceptsMany approaches work for solving percent problems. This lesson focuses on experimenting with a range of approaches and understanding why and how multiple approaches yield correct results.Goals and Learning ObjectivesFind a percent of a given quantity.Find a quantity given a part and the percent that part is of the whole.Use percents in money calculations.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Gallery DescriptionsWork on Your ProjectStudents will work on their project with their group and evaluate their progress using the rubric.Equivalent RatiosSometimes ratios that are equivalent don’t look equivalent at first. Students will use their ratio detective skills to identify equivalent ratios, and then they will choose a model to represent a set of equivalent ratios.Three FarmersTough times on the farm mean three farmers are sharing a seed purchase. Students will make sure each farmer gets the right amount of seed.The DanceEveryone is excited about the upcoming school dance, and two students discuss the ratio of boys to girls. Students will evaluate their statements and decide if their statements are true.The Adults at SchoolWho are the adults who work at school? Students will represent and investigate ratios of teachers to non-teaching staff, including adults at their own school.Sports ReportersReporters are sometimes wrong. Students will check the math in two reports about soccer matches at Estadio Azteca in Mexico City.Screen ChallengeThe aspect ratio of movie screens and TV screens has a direct impact on viewers’ experience. Students will explore aspect ratios in this activity.Election ResultsOops! A newspaper made an error in a report about the local election results. Students will find and fix the error.Birthday at the MoviesMia’s family is treating her whole class to a movie for her birthday! Students will calculate how much the tickets will cost.Dinner ReservationsIt’s graduation night! Students will calculate how many tables a restaurant needs for a party of 26 people.Birth MonthsStudents will investigate the percent of students in a class who have birthdays in each month.

This lesson introduces the concept of a glide ratio and encourages students to use appropriate tools strategically (Mathematical Practice 5). Students use tape diagrams, double number lines, ratio tables, graphs, and equations to represent glide ratios.Key ConceptsA glide ratio for an object or an organism in flight is the ratio of forward distance to vertical distance (in the absence of power and wind). For a given object or organism that glides, this ratio has a constant value and is treated as a feature of the object or organism.Goals and Learning ObjectivesUnderstand the concept of a glide ratio.Make connections within and between different ways of representing ratios.

Students interpret multiple categories of data about a hypothetical village population that represents the global population. They determine whether percent statements about the data are true or false.Key ConceptsData presented in multiple formats can be investigated using percent statements that facilitate comparisons between different parts of a whole. In using percents to interpret data, it is essential to be clear about what the part is and what the whole is. The whole in this lesson is a representative sample of the global population, which is used as a model for investigating variation across the population.Goals and Learning ObjectivesInterpret data presented in different formats in terms of percents.Identify percent statements as true or false, if possible, and explain the decision.Modify false percents statements to make them true.

Students use percents greater than 100% to solve problems about rainfall, revenue, snowfall, and school attendance.Key ConceptsPercents greater than 100% are useful in making comparisons between the values of a single quantity at two points in time. When a later value is more than 100% of an earlier value, it means the quantity has increased over time. This percent comparison can be used to find unknown values, whether the earlier or later value is unknown.Goals and Learning ObjectivesUnderstand the meaning of a percent greater than 100% in real-world situations.Use percents greater than 100% to interpret situations and solve problems.

Students focus on interpreting, creating, and using ratio tables to solve problems. They also relate ratio tables to graphs as two ways of representing a relationship between quantities.Key ConceptsRatio tables and graphs are two ways of representing relationships between variable quantities. The values shown in a ratio table give possible pairs of values for the quantities represented and define ordered pairs of coordinates of points on the graph representing the relationship. The additive and multiplicative structure of each representation can be connected, as shown: Goals and Learning ObjectivesComplete ratio tables.Use ratio tables to compare ratios and solve problems.Plot values from a ratio table on a graph.Understand the connection between the structure of ratio tables and graphs.

Students begin the lesson with a critique of their own work on the Self Check using questions and comments from you to reflect on their work. They then critique three examples of student work on the task, each with its own tools for modeling the given relationship between quantities. Finally, they apply what they learned to a closely related problem.Key ConceptsStudents reflect on their work and connect different ways of representing ratio relationships: tape diagrams, double number lines, and ratio tables.Goals and Learning ObjectivesUse teacher comments to refine solution strategies for ratio problems.Deepen understanding of ratio relationships.Synthesize and connect strategies for representing and investigating ratio relationships.Critique given student models created to solve ratio problems.Apply deepened understanding of ratio relationships to a new ratio problem.

Students use tape diagrams to model relationships and solve problems about types of DVDs.Key ConceptsTape diagrams are useful for visualizing ratio relationships between two (or more) quantities that have the same units. They can be used to highlight the multiplicative relationship between the quantities.Goals and Learning ObjectivesUnderstand tape diagrams as a way to visually compare two or more quantities.Use tape diagrams to solve ratio problems.

Students focus on interpreting, creating, and using ratio tables to solve problems.Key ConceptsA ratio table shows pairs of corresponding values, with an equivalent ratio between each pair. Ratio tables have both an additive and a multiplicative structure:Goals and Learning ObjectivesComplete ratio tables.Use ratio tables to solve problems.