Unit 3 Frameworks - Student Edition

CCGPS
Frameworks
Student Edition
Mathematics
7th Grade
Unit 3: Ratios & Proportional

Relationships
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Georgia Department of Education

Common Core Georgia Performance Standards Framework Student Edition
Sixth Grade Mathematics Unit 3
Unit 3
Ratios & Proportional Relationships
TABLE OF CONTENTS
Overview .......................................................................................................................................3
Standards Addressed in this Unit ..................................................................................................4
Key Standards & Related Standards .................................................................................4
Standards for Mathematical Practice ................................................................................6
Enduring Understandings..............................................................................................................7
Concepts & Skills to Maintain ......................................................................................................8
Selected Terms and Symbols ........................................................................................................8
Tasks
What is Unit Rate? ..........................................................................................................10

Orange Fizz Experiment .................................................................................................15
Creating A Scale Map .........................................................................................17
Which Is The Better Deal? ..............................................................................................20
Patterns & Percents .........................................................................................................22
Nate & Natalies Walk ....................................................................................................26
MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Dr. John D. Barge, State School Superintendent
May 2012 Page 2 of 26
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OVERVIEW
In Grade 7, students will analyze proportional relationships and use them to solve realworld and mathematical problems. Students will do this by completing the following:
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas
and other quantities measured in like or different units.
Recognize and represent proportional relationships between quantities.
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.
Identify the constant of proportionality (unit rate) in tables, graphs, equations,
diagrams, and verbal descriptions of proportional relationships.
Represent proportional relationships by equations. For example, if total cost t is
proportional to the number n of items purchased at a constant price p, the
relationship between the total cost and the number of items can be expressed as
t = pn.
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.
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.
Although the units in this instructional framework emphasize key standards and big ideas
at specific times of the year, routine topics such as estimation, mental computation, and basic
computation facts should be addressed on an ongoing basis. Ideas related to the eight practice
standards should be addressed constantly as well. To assure that this unit is taught with the
appropriate emphasis, depth, and rigor, it is important that the tasks listed under Evidence of
Learning be reviewed early in the planning process. A variety of resources should be utilized to
supplement this unit. This unit provides much needed content information, but excellent learning
activities as well. The tasks in this unit illustrate the types of learning activities that should be
utilized from a variety of sources.

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STANDARDS ADDRESSED IN THIS UNIT

KEY STANDARDS
MCC7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths,
areas and other quantities measured in like or different units. For example, if a person walks
1
1
1
1
mile in each 4 hour, compute the unit rate as the complex fraction 2 4 miles per hour,
2
equivalently 2 miles per hour.
MCC7.RP.2 Recognize and represent proportional relationships between quantities.
MCC7.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.
MCC7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional relationships.
MCC7.RP.2c Represent proportional relationships by equations. For example, if total
cost t is proportional to the number n of items purchased at a constant price p, the
relationship between the total cost and the number of items can be expressed as t = pn.
MCC7.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.
MCC7.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.
MCC7.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.
RELATED STANDARDS
MCC7.EE.3 Solve multistep reallife and mathematical problems posed with positive and
negative rational numbers in any form (whole numbers, fractions, and decimals), using tools
strategically. Apply properties of operations as strategies to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using mental
computation and estimation strategies. For example: If a woman making $25 an hour gets a 10%
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raise, she will make an additional 110 of her salary an hour, or $2.50, for a new salary of
$27.50. If you want to place a towel bar 9 34 inches long in the center of a door that is
27 12 inches wide, you will need to place the bar about 9 inches from each edge; this estimate
can be used as a check on the exact computation.
MCC7.NS.1 Apply and extend previous understandings of addition and subtraction to add and
subtract rational numbers; represent addition and subtraction on a horizontal or vertical number
line diagram.
MCC7.NS.1a Describe situations in which opposite quantities combine to make 0. For
example, a hydrogen atom has 0 charge because its two constituents are oppositely
charged.
MCC7.NS.1b Understand p + q as the number located a distance |q| from p, in the
positive or negative direction depending on whether q is positive or negative. Show that a
number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational
numbers by describing realworld contexts.
MCC7.NS.1c Understand subtraction of rational numbers as adding the additive inverse,
p q = p + (-q). Show that the distance between two rational numbers on the number
line is the absolute value of their difference, and apply this principle in realworld
contexts.
MCC7.NS.1d Apply properties of operations as strategies to add and subtract rational
numbers.
MCC7.NS.2 Apply and extend previous understandings of multiplication and division and of
fractions to multiply and divide rational numbers.
MCC7.NS.2a Understand that multiplication is extended from fractions to rational
numbers by requiring that operations continue to satisfy the properties of operations,
particularly the distributive property, leading to products such as (-1)(-1) = 1 and the
rules for multiplying signed numbers. Interpret products of rational numbers by
describing realworld contexts.
MCC7.NS.2b Understand that integers can be divided, provided that the divisor is not
zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and
q are integers then (p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by
describing realworld contexts.
MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational
numbers.

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MCC7.NS.2d Convert a rational number to a decimal using long division; know that the
decimal form of a rational number terminates in 0s or eventually repeats.
MCC7.NS.3 Solve realworld and mathematical problems involving the four operations with
rational numbers.
STANDARDS FOR MATHEMATICAL PRACTICE

The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
processes and proficiencies with longstanding importance in mathematics education. The first
of these are the NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands of mathematical
proficiency specified in the National Research Councils report Adding It Up: adaptive
reasoning , strategic competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately) and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones
own efficacy).
1. Make sense of problems and persevere in solving them.
In grade 7, students solve problems involving ratios and rates and discuss how they solved
them. Students solve real world problems through the application of algebraic and geometric
concepts. Students seek the meaning of a problem and look for efficient ways to represent and
solve it. They may check their thinking by asking themselves, What is the most efficient way
to solve the problem?, Does this make sense?, and Can I solve the problem in a different
way?
2. Reason abstractly and quantitatively.
In grade 7, students represent a wide variety of real world contexts through the use of real
numbers and variables in mathematical expressions, equations, and inequalities. Students
contextualize to understand the meaning of the number or variable as related to the problem
and decontextualize to manipulate symbolic representations by applying properties of
operations.
3. Construct viable arguments and critique the reasoning of others.
In grade 7, students construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e.
box plots, dot plots, histograms, etc.). They further refine their mathematical communication
skills through mathematical discussions in which they critically evaluate their own thinking
and the thinking of other students. They pose questions like How did you get that?, Why is
that true? Does that always work?. They explain their thinking to others and respond to
others thinking.
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4. Model with mathematics.

In grade 7, students model problem situations symbolically, graphically, tabularly, and
contextually. Students form expressions, equations, or inequalities from real world contexts
and connect symbolic and graphical representations. Students explore covariance and
represent two quantities simultaneously. They use measures of center and variability and data
displays (i.e. box plots and histograms) to draw inferences, make comparisons and formulate
predictions. Students need many opportunities to connect and explain the connections between
the different representations. They should be able to use all of these representations as
appropriate to a problem context.
5. Use appropriate tools strategically.
Students consider available tools (including estimation and technology) when solving a
mathematical problem and decide when certain tools might be helpful. For instance, students
in grade 7 may decide to represent similar data sets using dot plots with the same scale to
visually compare the center and variability of the data.
6. Attend to precision.
In grade 7, students continue to refine their mathematical communication skills by using clear
and precise language in their discussions with others and in their own reasoning. Students
define variables, specify units of measure, and label axes accurately. Students use appropriate
terminology when referring to rates, ratios, and components of expressions, equations or
inequalities.
7. Look for and make use of structure.
Students routinely seek patterns or structures to model and solve problems. For instance,
students recognize patterns that exist in ratio tables making connections between the constant
of proportionality in a table with the slope of a graph. Students apply properties to generate
equivalent expressions (i.e. 6 + 2x = 3 (2 + x) by distributive property) and solve equations
(i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality), c = 6 by division property of
equality). Students compose and decompose two and threedimensional figures to solve real
world problems involving scale drawings, surface area, and volume.
8. Look for and express regularity in repeated reasoning.
In grade 7, students use repeated reasoning to understand algorithms and make generalizations
about patterns. During multiple opportunities to solve and model problems, they may notice
that a/b c/d = ad/bc and construct other examples and models that confirm their
generalization. They extend their thinking to include complex fractions and rational numbers.
Students formally begin to make connections between covariance, rates, and representations
showing the relationships between quantities.
ENDURING UNDERSTANDINGS
Fractions, decimals, and percents can be used interchangeably

The relationships and rules that govern whole numbers, govern all rational numbers
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In order to add or subtract fractions, we must have like denominators

When we multiply one number by another, we may get a product that is bigger than the
original number, smaller than the original number or equal to the original number
When we divide one number by another, we may get a quotient that is bigger than the
original number, smaller than the original number or equal to the original number
Ratios use division to represent relationships between two quantities
CONCEPTS AND SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts
and skills identified below. It may be necessary to pre-assess in order to determine if time needs
to be spent on conceptual activities that help students develop a deeper understanding of these
ideas.
number sense
computation with whole numbers and decimals, including application of order of
operations
addition and subtraction of common fractions with like denominators
measuring length and finding perimeter and area of rectangles and squares
characteristics of 2-D and 3-D shapes
data usage and representations
SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an
inclusive list and should not be taught in isolation. However, due to evidence of frequent
difficulty and misunderstanding associated with these concepts, instructors should pay particular
attention to them and how their students are able to explain and apply them.
The definitions below are for teacher reference only and are not to be memorized by
the students. Students should explore these concepts using models and real life examples.
Students should understand the concepts involved and be able to recognize and/or
demonstrate them with words, models, pictures, or numbers.
The websites below are interactive and include a math glossary suitable for elementary children.
Note At the elementary level, different sources use different definitions. Please preview
any website for alignment to the definitions given in the frameworks.
http://www.amathsdictionaryforkids.com/
This web site has activities to help students more fully understand and retain new vocabulary
(i.e. the definition page for dice actually generates rolls of the dice and gives students an
opportunity to add them). This dictionary is for all levels of students and provides links to
sample questions.
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http://intermath.coe.uga.edu/dictnary/homepg.asp
Definitions and activities for these and other terms can be found on the Intermath website.
Intermath is geared towards middle and high school students.
Fraction: A number expressed in the form a/b where a is a whole number and b is a
positive whole number.
Multiplicative inverse: Two numbers whose product is 1r. Example: (34) and (43) are
multiplicative inverses of one another because 34 (43) = (43) 34 = 1.
Percent rate of change: A rate of change expressed as a percent. Example: if a

population grows from 50 to 55 in a year, it grows by 550 = 10% per year
Ratio: A comparison of two numbers using division. The ratio of a to b (where b 0)

can be written as a to b, as , or as a:b.
Scale factor: A ratio between two sets of measurements.
Proportion: An equation stating that two ratios are equivalent.

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Learning Task: What is Unit Rate?

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Learning Task: Orange Fizz Experiment

Warm-up Problems:
A useful way to compare numbers is to form ratios. Talk to your classmates about what is the
same and what is different about these ratio statements.
(a) Write the ratio in the problem in multiple ways; (b) write an equivalent ratio; and (c) compare
each pair of ratios- what is alike or different about each?
1. The ratio of boys to girls in Ms. Dades class is 12 boys to 18 girls.
2. The ratio of boys to the class in Mr. Hills class is 14 boys to 30 students.
3. The ratio of cats to dogs in our house is 4.

4. The ratio of cats to animals in Darlas house is 2:6.

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Learning Task: Orange Fizz Experiment

A famous cola company is trying to decide how to change their Orange Fizz formula to produce
the best tasting orange drink on the market. The company has three different Orange Fizz
formulas to test with the public. The formula consists of two ingredients: orange juice
concentrate and carbonated water.
Using the companys new formulas, answer the following questions.
Formula A:
1 cup of orange concentrate to 2 cups of carbonated water
Formula B:
2 cups of orange concentrate to 5 cups of carbonated water
Formula C:
2 cups of orange concentrate to 3 cups of carbonated water
Part A:
1. Which formula will make a drink that has the strongest orange taste? Show your work
and explain.
2. Which formula has the highest percentage of carbonated water in the mixture?
Estimations may be used. Show your work and explain.

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Part B:
3. For researchers to test their product, they will need to produce enough of each Orange
Fizz formula to take to various locations around the area for taste testing. Researchers
would like for at least 200 people to sample each formula.
1
Each sample will contain 2 of a cup of Orange Fizz.
Calculate the amount of orange concentrate and carbonated water that would be needed
to make enough Orange Fizz for the survey. Fill in the table below.
Formula A:
Orange Concentrate
Carbonated Water
Total Amount
Formula B:
Orange Concentrate
Carbonated Water
Total Amount
Formula C:
Orange Concentrate
Carbonated Water
Total Amount

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Student Guide 3-1

Name:
Project Due Date:
Creating A Scale Map

Situation/Problem:
You and your partner(s) are to create a scale map of a familiar place such as your school, school
grounds, or the yard of your home.
Possible Strategies:
1. Accurately measure distances (rounding to the nearest foot, yard, or meter).
2. Note landmarks. In case of a yard, this might include things like trees, woodpiles, sheds,
etc. You might include such things in a legend on your map.
3. Create a rough sketch of your map before drawing a final copy. A rough sketch will
help you to visualize perspectives and landmarks.
Special Considerations:
Use a measuring tape, yardstick, meter stick or trundle wheel for measuring distances.
Use a pad and pencil to record distances. Dont try to remember the distances; this may
cause mistakes in your map and your scale.
As you record distances, sketch your map, placing landmarks about where they would
be. Record the distances in feet, yards, or meters. Its a good idea to locate landmarks
using the measurements from two boundaries.
Use a compass to find directions. Be sure to label the directions correctly on your map.
Consult Student Guide 3-2 for information about working with scale drawings.
Be sure the final copy of your map is accurate. Label distances and landmarks, add color,
and include a legend and directions. You may want to compare your map to the original
area and check it for accuracy.
To Be Submitted:
1. Your scale map
2. Your records of measurements and calculations
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Student Guide 3-2

Name:
Project Due Date:
How To Make A Map

1. Decide upon the boundaries of your map.
2. Make a sketch of the area you will include on your map. Note the approximate position
of any landmarks. In a school, land marks might include stairwells, display cases, or
water fountains. Landmarks in a yard might include trees, flowerbeds, decks, sheds, or
woodpiles.
3. Accurately measure the boundaries (length and width) of the area. Locate the position of
landmarks by obtaining at least two measurements from boundaries.
4. Select the scale by considering your longest measurement, and how to fit it on the
paper. Remember that the scale should be as long as possible so that your map will look
good on the paper.
5. To choose the best scale, divide the longest length of your paper in inches (or
centimeters) by the longest dimension of the boundary in feet (or meters).
Round your quotient down to the nearest quarter or eighth inch (or centimeter).
Heres an example: The longest boundary (longest length) on your map is 80 feet.
The longest dimension of your paper is 28 inches.
28
80
= .35. Since .35 is between
.25 (one fourth inch) and 0.375 (three-eighths inch), you must round down so that
your scale will be 4 inch = 1 foot.
Now take the other dimension of the boundary and the other dimension of the paper,
and divide the length of the paper by the length of the boundary.
Round your quotient down to the nearest quarter or eighth inch (or centimeter).
Compare the scales. If they are the same, great! If they are different, use the smaller
scale.

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6. To place items on your map, use your measurements and the scale you have chosen. For
example, suppose an apple tree is 21 feet from the fence on the eastern side of the yard,
1
and 16 feet from the fence on the northern side. If your scale is 4 inch = 1 foot, multiply
the number of inches by the number of feet to determine the number of inches the actual
distance would be on your map. Note the example of the math below.
1 21 21
1
=
=5
4 1
4
4
1
1 16
=4
4 1
Place the tree 5 4 inches from the fence on the eastern side, and 4 inches from the
northern side.

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Student Guide 3-5

Name:
Project Due Date:
Which Is The Better Deal

Situation/Problem:
You and your partner(s) are to select a product, and compare the size of package and price
(three different sizes/prices). You are to trying to determine which is the best deal by finding
their unit price. After you have reached your conclusions, design a chart to support your
findings and present your data to the class through an oral report.
Possible Strategies:
1. Look in sales papers for groceries/retail stores.
2. Brainstorm with your partner(s) which products you might like to compare.
Special Considerations:
After selecting your product, decide which size or quantity in a package you will
compare. Write these categories on a sheet of paper, then compare the price.
After obtaining your data, analyze it and make decisions comparing quantity/size to
price. Compute the unit rate.
Create a chart illustrating your results. Sketch a rough copy of your chart first. This
enables you to revise the chart before starting the final copy. Arrange the design so it
presents the data clearly. List your products by brand name and show your
comparison of quantity/size to price. If there is room on your chart, you may wish to
provide a brief summary of your results and why you chose that quantity/size product
for that price.
Before presenting your findings to the class, write notes so that you dont forget to
mention any important information. Rehearse your presentation.
To Be Submitted:
1. Research/Comparison Notes
2. Chart
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Student Data Sheet 3-6

Name:
Project Due Date:
Which Is The Better Deal

Popular products are compared regularly. Many educated consumers rely on unit pricing to
make sure they are getting the best deal to fit their needs and budgets.
Some products and quantity/size to compare:
Soda
Potato Chips
Ice Cream
Milk
Paper products
Snack crackers
Any product that is packaged in more than one size can be compared. For example, you
could compare the unit price of a 6-pack of Coke to the unit price of a 6-pack of Pepsi.

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Learning Task: Patterns & Percents

Warm-Up Problems:
Lets begin with 10%.
How would you write 10% as a decimal? ________________
How would you write 10% as a fraction? ________________
Lets find a pattern using 10%.
If the bar below represents a whole number amount, then what percent would it equal?
Now lets give the bar a value. The bar now represents $10 which is 100%. Label the bar.
Divide the bar up into ten equal parts. Label each part with its correct percent value and
the correct money value. (Hint: divide $10 by 10)
Lets look at this relationship. Is this a proportional relationship? How do you know?
Fill in the following table and graph the relationship. We will use the values from the bar model
above.
Percent
Amount based on $10

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Answer the following problems based on what we have learned about percents and patterns. You
may use the model, table or graph above to help you. (Hint: Use what you know about 10% of
10 to help you answer each problem.)
1. What is 15% of 10?
2. Jane went to the store to do some shopping. The sign in the window read, Big Sale Today
Only- 20% off of everything in the store!! Jane bought headphones for her I-Pod that were
regularly priced for $10. What did Jane pay for the I-Pod headphones before tax?
3. Walt makes $10 an hour and gets a 15% raise. How much will Walt make an hour after
his raise?

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Learning Task: Patterns & Percents

For problems 1 5, label the percent bar with its appropriate dollar values and percent values.
Divide the bar into ten equal parts. Then find 10% of the total. Write a proportion to represent
the relationship.
1]
The total amount is $200.
2]
3]
4]
5]
Instead of always drawing a bar to help us find 10% of any value, lets use our knowledge of
patterns and proportions to find 10% of a number.

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Lets look at the proportions you set up. What patterns do you see? Explain.
10%
$20
=
100% $200
10%
$80
=
100% $800
10%
$48
=
100% $480
$4.80
10%
=
$48
100%
10%
$6.40
=
100%
$64
Answer the following problems based on your knowledge of 10% of a number. Set up a
proportion to help you get started. Use this knowledge to help you determine each answer.
1. Julia wants to buy a dress that is on sale for 20% off. The original price was $84. What
is the sale price?
2. Shawn earned $220 at his summer job. Shawn put 60% of his money in savings.
How much money did Shawn put into savings?

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Performance Task: Nate & Natalies Walk

Nate and his sister Natalie are walking around the track at school.
Nate and Natalie walk at a steady rate and Nate walks 5 feet in the same time that Natalie walks
2 feet.
a) Draw a diagram or picture that represents Nate and Natalies walk around the track.
b) Set up a table and draw a graph to represent this situation. Let the x-axis represent the
number of feet that Nate walks and the y-axis represents the number of feet that Natalie
walks.
c) What patterns do you see in the table? Explain the pattern. Express this as an equation.
d) How do you read the graph? Explain what the coordinate (20, 8) means in the context of
Nate and Natalies walk?
e) When Nate walks 45 feet, how far will Natalie walk? Explain in writing or show how you
found your answer.

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Unit 3 Frameworks - Student Edition

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CCGPS

Unit 3: Ratios & Proportional

Georgia Department of Education

What is Unit Rate? ..........................................................................................................10

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

STANDARDS ADDRESSED IN THIS UNIT

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

STANDARDS FOR MATHEMATICAL PRACTICE

Georgia Department of Education

4. Model with mathematics.

Fractions, decimals, and percents can be used interchangeably

Georgia Department of Education

In order to add or subtract fractions, we must have like denominators

CONCEPTS AND SKILLS TO MAINTAIN

SELECTED TERMS AND SYMBOLS

Georgia Department of Education

Percent rate of change: A rate of change expressed as a percent. Example: if a

Ratio: A comparison of two numbers using division. The ratio of a to b (where b 0)

Scale factor: A ratio between two sets of measurements.

Proportion: An equation stating that two ratios are equivalent.

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

Learning Task: What is Unit Rate?

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

Learning Task: Orange Fizz Experiment

3. The ratio of cats to dogs in our house is 4.

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

Learning Task: Orange Fizz Experiment

1 cup of orange concentrate to 2 cups of carbonated water

2 cups of orange concentrate to 5 cups of carbonated water

2 cups of orange concentrate to 3 cups of carbonated water

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

Student Guide 3-1

Project Due Date:

Creating A Scale Map

Georgia Department of Education

Student Guide 3-2

Project Due Date:

How To Make A Map

= .35. Since .35 is between

your scale will be 4 inch = 1 foot.

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

MATHEMATICS GRADE 7 UNIT 3: Ratios and Proportional Relationships

Georgia Department of Education

Student Guide 3-5

Project Due Date:

Which Is The Better Deal