In this part of the unit on ratios and proportions, students will use ratio language to write ratios in a real-world context.  They will be architects who are designing an amusement park, an aquarium research center, or a baseball stadium.  Students will write equivalent ratios and use them to make their building a physically safe space that meets all building requirements.  During this project, students will also be converting between units (e.g., inches and feet) as they find equivalent ratios.  After students have made all of their calculations, they will analyze another set of design specifications and create a presentation explaining whether these new specifications would result in an architecturally safe building.  Students will use their math calculations from the design challenge to justify their answers.

Students will use candy to convert fractions to decimals and to discuss the ways in which this application might be used on a job, and what kind of jobs requires this skill.

In this lesson, students are given a budget of $500 to spend. They will use the shopping excursion to learn about fractions, decimals, and percents and use proportional relationships to solve multi-step ration and percent problems.

Fractions and Decimals

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Multiply and divide whole numbers and decimals.
Multiply a fraction by a whole number.
Multiply a fraction by another fraction.
Write fractions in equivalent forms, including converting between improper fractions and mixed numbers.
Understand the meaning and structure of decimal numbers.

Lesson Flow

This unit extends students’ learning from Grade 5 about operations with fractions and decimals.

The first lesson informally introduces the idea of dividing a fraction by a fraction. Students are challenged to figure out how many times a 14-cup measuring cup must be filled to measure the ingredients in a recipe. Students use a variety of methods, including adding 14 repeatedly until the sum is the desired amount, and drawing a model. In Lesson 2, students focus on dividing a fraction by a whole number. They make a model of the fraction—an area model, bar model, number line, or some other model—and then divide the model into whole numbers of groups. Students also work without a model by looking at the inverse relationship between division and multiplication. Students explore methods for dividing a whole number by a fraction in Lesson 3, for dividing a fraction by a unit fraction in Lesson 4, and for dividing a fraction by another fraction in Lesson 6. Students examine several methods and models for solving such problems, and use models to solve similar problems.

Students apply their learning to real-world contexts in Lesson 6 as they solve word problems that require dividing and multiplying mixed numbers. Lesson 7 is a Gallery lesson in which students choose from a number of problems that reinforce their learning from the previous lessons.

Students review the standard long-division algorithm for dividing whole numbers in Lesson 8. They discuss the different ways that an answer to a whole number division problem can be expressed (as a whole number plus a remainder, as a mixed number, or as a decimal). Students then solve a series of real-world problems that require the same whole number division operation, but have different answers because of how the remainder is interpreted.

Students focus on decimal operations in Lessons 9 and 10. In Lesson 9, they review addition, subtraction, multiplication, and division with decimals. They solve decimal problems using mental math, and then work on a card sort activity in which they must match problems with diagram and solution cards. In Lesson 10, students review the algorithms for the four basic decimal operations, and use estimation or other methods to place the decimal points in products and quotients. They solve multistep word problems involving decimal operations.

In Lesson 11, students explore whether multiplication always results in a greater number and whether division always results in a smaller number. They work on a Self Check problem in which they apply what they have learned to a real-world problem. Students consolidate their learning in Lesson 12 by critiquing and improving their work on the Self Check problem from the previous lesson. The unit ends with a second set of Gallery problems that students complete over two lessons.

Getting Started

Type of Unit: Introduction

Prior Knowledge

Students should be able to:

Solve and write numerical equations for whole number addition, subtraction, multiplication, and division problems.
Use parentheses to evaluate numerical expressions.
Identify and use the properties of operations.

Lesson Flow

In this unit, students are introduced to the rituals and routines that build a successful classroom math community and they are introduced to the basic features of the digital course that they will use throughout the year.

An introductory card sort activity matches students with their partner for the week. Then over the course of the week, students learn about the lesson routines: Opening, Work Time, Ways of Thinking, Apply the Learning, Summary of the Math, and Reflection. Students learn how to present their work to the class, the importance of taking responsibility for their own learning, and how to effectively participate in the classroom math community.

Students then work on Gallery problems to further explore the program’s technology resources and tools and learn how to organize their work.

The mathematical work of the unit focuses on numerical expressions, including card sort activities in which students identify equivalent expressions and match an expression card to a word card that describes its meaning. Students use the properties of operations to identify equivalent expressions and to find unknown values in equations.

Ratios

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Calculate with whole numbers up to 100 using all four operations.
Understand fraction notation and percents and translate among fractions, decimal numbers, and percents.
Interpret and use a number line.
Use tables to solve problems.
Use tape diagrams to solve problems.
Sketch and interpret graphs.
Write and interpret equations.

Lesson Flow

The first part of the unit begins with an exploration activity that focuses on a ratio as a way to compare the amount of egg and the amount of flour in a mixture. The context motivates a specific understanding of the use of, and need for, ratios as a way of making comparisons between quantities. Following this lesson, the usefulness of ratios in comparing quantities is developed in more detail, including a contrast to using subtraction to find differences. Students learn to interpret and express ratios as fractions, as decimal numbers, in a:b form, in words, and as data; they also learn to identify equivalent ratios.

The focus of the middle part of the unit is on the tools used to represent ratio relationships and on simplifying and comparing ratios. Students learn to use tape diagrams first, then double number lines, and finally ratio tables and graphs. As these tools are introduced, students use them in problem-solving contexts to solve ratio problems, including an investigation of glide ratios. Students are asked to make connections and distinctions among these forms of representation throughout these lessons. Students also choose a ratio project in this part of the unit (Lesson 8).

The third and last part of the unit covers understanding percents, including those greater than 100%.

Students have ample opportunities to check, deepen, and apply their understanding of ratios, including percents, with the selection of problems in the Gallery.

Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.

Getting Started

Type of Unit: Introduction

Prior Knowledge

Students should be able to:

Understand ratio concepts and use ratios.
Use ratio and rate reasoning to solve real-world problems.
Identify and use the multiplication property of equality.

Lesson Flow

This unit introduces students to the routines that build a successful classroom math community, and it introduces the basic features of the digital course that students will use throughout the year.

An introductory card sort activity matches students with their partner for the week. Then over the course of the week, students learn about the routines of Opening, Work Time, Ways of Thinking, Apply the Learning (some lessons), Summary of the Math, Reflection, and Exercises. Students learn how to present their work to the class, the importance of students’ taking responsibility for their own learning, and how to effectively participate in the classroom math community.

Students then work on Gallery problems, to further explore the resources and tools and to learn how to organize their work.

The mathematical work of the unit focuses on ratios and rates, including card sort activities in which students identify equivalent ratios and match different representations of an equivalent ratio. Students use the multiplication property of equality to justify solutions to real-world ratio problems.

Discuss the important ways that listeners contribute to mathematical discussions during Ways of Thinking presentations. Then use ratio and rate reasoning to solve a problem about ingredients in a stew.Key ConceptsStudents find the unit rate of a ratio situation.Goals and Learning ObjectivesContribute as listeners during the Ways of Thinking discussion.Understand the concept of a unit rate that is associated with a ratio.Use rate reasoning to solve real-world problems.

Proportional Relationships

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Understand what a rate and ratio are.
Make a ratio table.
Make a graph using values from a ratio table.

Lesson Flow

Students start the unit by predicting what will happen in certain situations. They intuitively discover they can predict the situations that are proportional and might have a hard time predicting the ones that are not. In Lessons 2–4, students use the same three situations to explore proportional relationships. Two of the relationships are proportional and one is not. They look at these situations in tables, equations, and graphs. After Lesson 4, students realize a proportional relationship is represented on a graph as a straight line that passes through the origin. In Lesson 5, they look at straight lines that do not represent a proportional relationship. Lesson 6 focuses on the idea of how a proportion that they solved in sixth grade relates to a proportional relationship. They follow that by looking at rates expressed as fractions, finding the unit rate (the constant of proportionality), and then using the constant of proportionality to solve a problem. In Lesson 8, students fine-tune their definition of proportional relationship by looking at situations and determining if they represent proportional relationships and justifying their reasoning. They then apply what they have learned to a situation about flags and stars and extend that thinking to comparing two prices—examining the equations and the graphs. The Putting It Together lesson has them solve two problems and then critique other student work.

Gallery 1 provides students with additional proportional relationship problems.

The second part of the unit works with percents. First, percents are tied to proportional relationships, and then students examine percent situations as formulas, graphs, and tables. They then move to a new context—salary increase—and see the similarities with sales taxes. Next, students explore percent decrease, and then they analyze inaccurate statements involving percents, explaining why the statements are incorrect. Students end this sequence of lessons with a formative assessment that focuses on percent increase and percent decrease and ties it to decimals.

Students have ample opportunities to check, deepen, and apply their understanding of proportional relationships, including percents, with the selection of problems in Gallery 2.

Lesson OverviewStudents calculate the constant of proportionality for a proportional relationship based on a table of values and use it to write a formula that represents the proportional relationship.Key ConceptsIf two quantities are proportional to one another, the relationship between them can be defined by a formula of the form y = kx, where k is the constant ratio of y-values to corresponding x-values. The same relationship can also be defined by the formula x=(1k)y , where 1k is now the constant ratio of x-values to y-values.Goals and Learning ObjectivesDefine the constant of proportionality.Calculate the constant of proportionality from a table of values.Write a formula using the constant of proportionality.

Students continue to explore the three relationships from the previous lessons: Comparing Dimensions, Driving to the Amusement Park, and Temperatures at the Amusement Park. They graph the three situations and realize that the two proportional relationships form a straight line, but the time and temperature relationship does not.Key ConceptsA table of values that represent equivalent ratios can be graphed in the coordinate plane. The graph represents a proportional relationship in the form of a straight line that passes through the origin (0, 0). The unit rate is the slope of the line.Goals and Learning ObjectivesRepresent relationships shown in a table of values as a graph.Recognize that a proportional relationship is shown on a graph as a straight line that passes through the origin (0, 0).