7th Grade Math Unit 1 – Ratios and Proportions

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

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.
Standards

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.
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.
Learning
Distinguish between proportional and non-proportional relationships.
Targets
Identify a constant of proportionality.
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.
Essential ratio, rate, unit rate, complex fraction, proportional, non-proportional, constant of
Terminology proportionality, rate of change, scale factor, scale, cross product
Integrate quantitative or technical information expressed in words in a text with
Literacy
Literacy Standards a version of that information expressed visually (e.g., in a flowchart, diagram,
Integration model, graph, or table).
Literature
Connections
Use appropriate technology tools and other resources to access information.
Use appropriate technology tools and other resources to organize information
Technology (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
Technology Standards Use appropriate technology tools and other resources to design products to share
Integration information with others (e.g. multimedia presentations, Web 2.0 tools, graphics,
podcasts, and audio files).
Technology
Resources
GRADE 7 MATH: PROPORTIONAL REASONING Link
http://schools.nyc.gov/NR/rdonlyres/41C0F04C-0BD6-491F-9BF0-
16485EC080BE/0/NYCDOEG7MathProportionalReasoning_Final.pdf
Additional
Resources
Resource List with Links:
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary
%20math/7th%20grade/general/7th%20Math%20Unit%201%20and%202%20Resources.docx
Cross
Curricular
Integration
 Problem Solving Activity
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary math/7th grade/general/Problem Solving Buses Task.pdf

Student Work
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary math/7th grade/general/Problem Solving Buses Student Work.pdf
Pre-/Post-
assessment Student Work Scored
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
Assessment ondary%20math/7th%20grade/general/Problem%20Solving%20Buses
%20Student%20Work%20Scored.pdf

Rubric
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary math/7th grade/general/Problem Solving Buses Rubric.pdf
On-going/
Formative
Assessment
Performance Task
Summative http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20math/7th%20grade/general/7th%20Math%20Unit%201%20PT.pdf
Teachers determine the learning plan while reflecting on the range of abilities, styles, interests and needs of
Considerations students. How will the work be personalized and differentiated in order to achieve the desired learning targets?
for the Learning
Plan
Re-teaching

Enrichment