I understand that if two ratios have the same rate per 1, they are equivalent ratios.

When measurements are expressed in different units, I can decide who is traveling faster or which item is the better deal by comparing “how much for 1” of the same unit.

I can choose which unit rate to use based on how I plan to solve the problem.

When I have a ratio, I can calculate its two unit rates and explain what each of them means in the situation.

I can give an example of two equivalent ratios and show that they have the same unit rates.

I can multiply or divide by the unit rate to calculate missing values in a table of equivalent ratios.

I can choose how to use unit rates to solve problems.

I can see that thinking about “how much for 1” is useful for solving different types of problems.

I can solve more complicated problems about constant speed situations.

I can create a double number line diagram with percentages on one line and dollar amounts on the other line.

I can explain the meaning of percentages using dollars and cents as an example.

I can use double number line diagrams to solve different problems like “What is 40% of 60?” or “60 is 40% of what number?”

I can use tape diagrams and tables to solve different problems like “What is 40% of 60?” or “60 is 40% of what number?”

When I read or hear that something is 10%, 25%, 50%, or 75% of an amount, I know what fraction of that amount they are referring to.

I can choose and create diagrams to help me solve problems about percentages.

I can solve different problems like “What is 40% of 60?” by dividing and multiplying.

I can solve different problems like “60 is what percentage of 40?” by dividing and multiplying.

I can apply what I have learned about unit rates and percentages to predict how long it will take and how much it will cost to paint all the walls in a room.