# 6.2 Introducing Ratios

### Lesson 1

• 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.

### Lesson 2

• I can draw a diagram that represents a ratio and explain what the diagram means.
• I include labels when I draw a diagram representing a ratio, so that the meaning of the diagram is clear.

### Lesson 3

• I can explain the meaning of equivalent ratios using a recipe as an example.
• I can use a diagram to represent a recipe, a double batch, and a triple batch of a recipe.
• I know what it means to double or triple a recipe.

### Lesson 4

• 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.

### Lesson 5

• 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.

### Lesson 6

• 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.

### Lesson 7

• 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.

### Lesson 8

• 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.

### Lesson 9

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

### Lesson 10

• 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.

### Lesson 11

• 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.

### Lesson 12

• 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.

### Lesson 13

• 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.

### Lesson 14

• 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.

### Lesson 15

• I can create tape diagrams to help me reason about problems involving a ratio and a total amount.
• I can solve problems when I know a ratio and a total amount.

### Lesson 16

• 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.

### Lesson 17

• 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.