This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Molly ran $\frac{2}{3}$ of a mile in 8 minutes. If Molly runs at that speed, how long will it take her to run one mile? [_____]...

In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and  health.  Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit.  Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building

Ratio errors confuse a dodgeball coach as two teams face off in an epic tournament. See how mathematical techniques such as tables, graphs, measurements and equations help to find the missing part of a proportion.

True love has the right ratio. In this humorous animation, the number of words spoken by each partner predicts whether a date goes well or horribly. What do you do when someone asks if you listen to country music backwards, but won't let you get a word in edgewise?

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

While the task as written does not explicitly use the term "unit rate," most of the work students will do amounts to finding unit rates. A recipe context works especially well since there are so many different pair-wise ratios to consider.

This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.

The CyberSquad tracks Digital position in time and then studies graphs to figure out what Hacker is scheming in this video from Cyberchase.

This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.

Math in Real Life (MiRL) supports the expansion of regional networks to create an environment of innovation in math teaching and learning.  The focus on applied mathematics supports the natural interconnectedness of math to other disciplines while infusing relevance for students.  MiRL supports a limited number of networked math learning communities that focus on developing and testing applied problems in mathematics.  The networks help math teachers refine innovative teaching strategies with the guidance of regional partners and the Oregon Department of Education.

This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

Explore the concept of evaporative cooling through a hands-on experiment. Use a wet cloth and fan to model an air-conditioner and use temperature and relative humidity sensors to collect data. Then digitally plot the data using graphs in the activity. In an optional extension, make your own modifications to improve the cooler's efficiency.

The CyberSquad tests which broom can travel the furthest in five seconds in this video from Cyberchase.

In this 30-day Grade 7 module, students build upon sixth grade reasoning of ratios and rates to formally define proportional relationships and the constant of proportionality.  Students explore multiple representations of proportional relationships by looking at tables, graphs, equations, and verbal descriptions.  Students extend their understanding about ratios and proportional relationships to compute unit rates for ratios and rates specified by rational numbers. The module concludes with students applying proportional reasoning to identify scale factor and create a scale drawing.

In Module 4, students deepen their understanding of ratios and proportional relationships from Module 1 by solving a variety of percent problems. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent and use algebraic expressions and equations to solve multi-step percent problems. An initial focus on relating 100% to “the whole” serves as a foundation for students.  Students begin the module by solving problems without using a calculator to develop an understanding of the reasoning underlying the calculations.  Material in early lessons is designed to reinforce students’ understanding by having them use mental math and basic computational skills. To develop a conceptual understanding, students use visual models and equations, building on their earlier work with these.  As the lessons and topics progress and students solve multi-step percent problems algebraically with numbers that are not as compatible, teachers may let students use calculators so that their computational work does not become a distraction.

In this lesson designed to enhance literacy skills, students learn how to read and interpret a distance–time graph.