I can draw a diagram that represents a ratio and explain what the diagram means.

I know how to say words and numbers in the correct order to accurately describe the ratio.

I can explain what it means for two ratios to be equivalent using a recipe as an example.

I can use a diagram to represent a recipe and to represent a double batch and a triple batch of the recipe.

I know what it means to double or triple a recipe.

If I have a ratio, I can create a new ratio that is equivalent to it.

If I have two ratios, I can decide whether they are equivalent to each other.

I can create tape diagrams to help me reason about problems that involve both a ratio and a total amount.

I can solve problems when I know a ratio and a total amount.

I can choose and create diagrams to help think through my solution.

I can solve all kinds of problems about equivalent ratios.

I can use diagrams to help someone else understand why my solution makes sense.

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

I can name common objects that are about as long as 1 inch, foot, yard, mile, millimeter, centimeter, meter, or kilometer.

I can name common objects that weigh about 1 ounce, pound, ton, gram, or kilogram, or that hold about 1 cup, quart, gallon, milliliter, or liter.

When I read or hear a unit of measurement, I know whether it is used to measure length, weight, or volume.

When I know a measurement in one unit, I can decide whether it takes more or less of a different unit to measure the same quantity.

I can convert measurements from one unit to another, using double number lines, tables, or by thinking about “how much for 1.”

I know that when we measure things in two different units, the pairs of measurements are equivalent ratios.

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 ratios and rates to solve a more complicated problem.

I can decide what information I need to know to be able to solve a real-world problem about ratios and rates.

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.

I can label a double number line diagram to represent batches of a recipe or color mixture.

When I have a double number line that represents a situation, I can explain what it means.

I can create a double number line diagram and correctly place and label tick marks to represent equivalent ratios.

I can explain what the word "per" means.

I can choose and create diagrams to help me reason about prices.

I can explain what the phrase “at this rate” means, using prices as an example.

If I know the price of multiple things, I can find the price per thing.

I can choose and create diagrams to help me reason about constant speed.

If I know that an object is moving at a constant speed, and I know two of these things: the distance it travels, the amount of time it takes, and its speed, I can find the other thing.

I can decide whether or not two situations are happening at the same rate.

I can explain what it means when two situations happen at the same rate.

I know some examples of situations where things can happen at the same rate.

If I am looking at a table of values, I know where the rows are and where the columns are.

When I see a table representing a set of equivalent ratios, I can come up with numbers to make a new row.

When I see a table representing a set of equivalent ratios, I can explain what the numbers mean.

I can solve problems about situations happening at the same rate by using a table and finding a “1” row.

I can use a table of equivalent ratios to solve problems about unit price.

I can decide what information I need to know to be able to solve problems about situations happening at the same rate.

I can explain my reasoning using diagrams that I choose.