7th Grade Advanced Math: Unit 1 – Ratios and Proportional Reasoning

Grade Level: Suggested Unit Pacing (# of days):

The Mathematical Practices are P1 Make sense of problems and persevere in solving them.
K-12 standards and together with P2 Reason abstractly and quantitatively.
the content standards prescribe Construct viable arguments and critique the reasoning of
that students experience P3
others.
Mathematical
mathematics as a coherent, useful, P4 Model with mathematics.
Practices
and logical subject. Teachers of P5 Use appropriate tools strategically.
mathematics should intentionally P6 Attend to precision.
provide daily opportunities for P7 Look for and make use of structure.
students to develop these
mathematical habits of mind. P8 Look for and express regularity in repeated reasoning.
Reasoning with ratios involves identifying and organizing two quantities.
 A ratio is a multiplicative comparison of two quantities or it is a joining of two
quantities in a composed unit.
 Ratios are often expressed in fraction notation, although ratios and fractions do
not have identical meaning.
 Ratios are often used to make “part to part” comparisons, but fractions are not.
 Ratios can often be meaningfully reinterpreted as fractions.
A proportion is a relationship of equality between two ratios.
 In a proportion, the ratio of two quantities remains constant as the corresponding
values of the quantities change.
Conceptual  Proportional reasoning is complex and involves understanding that:
Overview  Equivalent ratios can be created by iterating and/or partitioning a composed unit.
 If one quantity in a ratio is multiplied or divided by a particular factor, then the
other quantity must by multiplied or divided by the same factor to maintain the
proportional relationship.
 The two types of ratios-composed units and multiplicative comparisons-are
related.
 A rate is a set of infinitely many equivalent ratios.
 Several ways of reasoning, all grounded in sense making, can be generalized into
algorithms for solving proportion problems.
Superficial cues present in the context of a problem do not provide sufficient evidence of
proportional relationships between quantities.
A student strong in this unit will be able to:
 Formulate a conceptual understanding of the relationship of two quantities
Essential  See ratios as an interactive relationship through multiplication
Understandings  Utilize multiple strategies for solving proportions
 Use traditional algorithms when a conceptual understanding is attained
Recognize when proportions are present
Common Core Standards

7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas
and other quantities measured in like or different units.
7.RP.2 Recognize and represent proportional relationships between quantities.
7.RP.2a Decide whether two quantities are in a proportional relationship, e.g., by
testing for equivalent ratios in a table or graphing on a coordinate plane and observing
whether the graph is a straight line through the origin.
7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
 7.RP.2c Represent proportional relationships by equations.
7.RP.2d Explain what a point (x, y) on the graph of a proportional relationship
means in terms of the situation, with special attention to the points (0, 0) and (1, r)
where r is the unit rate.
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and commissions,
fees, percent increase and decrease, percent error.
7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a scale
drawing at a different scale.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different ways.
For example, compare a distance-time graph to a distance-time equation to determine
which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx
for a line through the origin and the equation y = mx + b for a line intercepting the
vertical axis at b.
These suggested learning targets were determined based on the intentions of the CCSS and/or NCES.
Teachers will need to add the criteria for success in order to create outcome-based targets.
Simplify ratios.
Simplify complex fractions.
Calculate rates and unit rates.
Distinguish between proportional and non-proportional relationships.
Learning
Identify a constant of proportionality.
Targets
Graph a proportional relationship.
Identify rate of change, given a table or graph.
Use proportional relationships to solve real world problems, including scale drawings.
Identify scale factor.
Identify rate of change as slope.
Graph equations in slope intercept form.
ratio, rate, unit rate, complex fraction, proportional, non-proportional, constant of
Essential
Terminology
proportionality, rate of change, scale factor, scale, cross product, slope, slope intercept form, y
intercept
Literacy
Literacy Standards
Integration Literature
Connections
Technology
Technology Standards
Integration Technology
Resources
Additional http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary
Resources %20math/7th%20grade/advanced/Adv.%20Unit%201%20and%202%20-%20Resources.docx
Cross
Curricular
Integration
Pre-/Post-
assessment
Assessment
On-going/ Task with instructional supports:
 Formative http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
Assessment ondary math/7th grade/advanced/7th Adv. Unit 1 PT.pdf
Assessment Question:
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ondary math/7th grade/advanced/7th Adv. Unit 1 PT2.pdf

Summative
Assessment Question Rubric:
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20math/7th%20grade/advanced/7th%20Adv.%20Unit
%201%20PT2%20Scoring.pdf

Teachers determine the learning plan while reflecting on the range of abilities, styles, interests and needs of
students. How will the work be personalized and differentiated in order to achieve the desired learning targets?
Considerations
for the Learning
Plan Re-teaching

Enrichment