Statement of

Inquiry
We can change between equivalent
representations to help us share and compare.
Global
Context
Fairness & Development
Assessment
Criteria: C & D
Test Date: Thursday, October 30
Pre Post Learning Targets (Standards: RP 1-3)

I can use ratio language to describe how 2 things
are related.

I can explain how rate and ratio are related.

I can describe ratios in terms of a/b or a:b and
explain how those are similar.

I can convert between fractions, decimals, and
percentages.

I can compare and order fractions, decimals, and
percentages.

I can round and estimate accurately.
I can solve ratio and rate problems.
by making tables of equivalent ratios and graphing them
that have to do with unit price
that have to do with speed
by using rates per 100 (percents).
that have to do with converting measurements.
that have to do with converting units.
Inquiry Questions:
What is a unit rate and where do we use them?
How do we determine equivalence?
How do we understand or represent parts of the whole?
Is it fair to compare to compare two non-equivalent amounts?
U
n
i
t

2

Word Definition
Benchmark
A point of reference to which we can
compare things.
Convert To change from one form to another.
Denominator The number on the bottom of a fraction.
Extend
To take what we know and apply it to
something new.
Improper fraction
A fraction where the numerator is bigger
than the denominator.
Mixed Number A whole number and a fraction.
Numerator The number on top in a fraction.
Per For each.
Percent A rate out of 100.
Proper fraction
A fraction where the numerator is smaller
than the denominator.
Proportion A part compared to the whole.
Rate
An amount compared to another amount
*unit rate: per every 1___ (speed).
Ratio
Shows the relation between two amounts by
describing how many times 1 amount
contains the other.
Reduce/ Simplify To put something in lowest terms.
Remainder What is left over after division.
Simplest Form The easiest way to express something.
IB Criteria D:
Applying Mathematics in Real-Life Contexts
In this unit, that means
7-8
You are able to:
Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a correct solution.
Explain the degree of accuracy of your solution
Describe correctly whether your answer makes sense in the
context of the situation.
Relevant Elements:
In word problems/graphs pulling out
information needed to solve problem
& ignoring the not-needed info
Solutions:
Valid: you have an OK answer
o a fraction not in simplest form
o a decimal answer when a fraction
wouldve made more sense
o an improper fraction or mixed
number when it shouldve been
the other
Correct: you have the best answer
Degree of Accuracy:
Explained: You told, with detail, why
your answer is accurate
Described: you said that your answer
was accurate
Answer Makes Sense:
Described: you said that your answer
makes sense and gave some proof
Stated: you said it makes sense but
have NO PROOF
5-6
You are able to:
Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a valid solution.
Describe the degree of accuracy of your solution
State correctly whether your answer makes sense in the context
of the situation.
3-4
You are able to:
Identify the relevant elements of the real-life situation.
Apply math strategies to reach a solution
State, but not always correctly, whether your answer makes
sense in the context of the situation.
1-2
You are able to:
Identify some parts of the real-life situation
Apply math strategies to find a solution, but with limited success
0 You did not reach any standard described above.




IB Criteria C:Communication in Mathematics In this unit, that means
7-8
You are able to:
Consistently use appropriate mathematical language.
Consistently use different forms of mathematical representation to
present information correctly.
Communicate clearly through coherent lines of reasoning
Present work that is consistently organized using a logical structure.
Appropriate Math Language:
Use the vocab on the back of
your cover sheet
Describe part to part or part to
whole relationships
Read & write decimals
Label percents
Include units in solutions
Label unit rates
Use the sentence:
For every ___ there are____
Different Forms of Representation
Write ratios in different ways
o As a fraction
o ___to___
o ___:___
Fractions
Decimals
Percents
Ratios & Unit Rates
Tables
Fraction bars/drawings
Lines of Reasoning:
When to use which form
How to go from ratio to unit
rate
Why unit rates exist
5-6
You are able to:
Usually use appropriate mathematical language.
Usually use different forms of mathematical representation to
present information correctly.
Communicate through lines of reasoning that are usually coherent
Present work that is usually organized using a logical structure
3-4
You are able to:
Use some appropriate mathematical language.
Adequately present information using different forms of
representation.
Communicate through lines of reasoning that are able to be
understood, although these are not always coherent.
Adequately organize information using a logical structure.
1-2
You are able to:
Use limited mathematical language.
Use limited forms of mathematical representation to present
information
Communicate through lines of reasoning that are difficult to
understand
*organization of your information is missing
0 You did not reach any standard described above.