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 create a table that represents a set of equivalent ratios.

I can explain why sometimes a table is easier to use than a double number line to solve problems involving equivalent ratios.

I include column labels when I create a table, so that the meaning of the numbers is clear.

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.

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 write or say a sentence that describes a ratio.

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

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

I include labels when I draw a diagram that represents a ratio, so that the meaning of the diagram is clear.

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 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.

I can explain the meaning of equivalent ratios using a color mixture as an example.

I can use a diagram to represent a single batch, a double batch, and a triple batch of a color mixture.

I know what it means to double or triple a color mixture.

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.