# Lesson 3

### Lesson Narrative

In this lesson, students continue to work with proportional relationships represented by tables using contexts familiar from previous grades: unit conversion and constant speed. They recognize the constant of proportionality as the conversion factor or the speed, and use it to answer questions about the context. Although students might continue to reason with equivalent ratios to solve problems, the contexts are designed so that it is more efficient to use the constant of proportionality. For example, when converting length measurements from feet to inches, it is more convenient to know the rule “multiply by 12” than to use an equivalent ratio with a different scale factor every time: “1 foot is 12 inches, so multiplying both quantities by 3 I see that 3 feet is 36 inches, and multiplying both quantities by 5 I see that 5 feet is 60 inches.”

### Learning Goals

Teacher Facing

• Compare, contrast, and critique (orally and in writing) different ways to express the constant of proportionality for a relationship.
• Explain (orally) how to determine the constant of proportionality for a proportional relationship represented in a table.
• Interpret the constant of proportionality for a relationship in the context of constant speed.

### Student Facing

Let’s solve more problems involving proportional relationships using tables.

### Student Facing

• I can find missing information in a proportional relationship using a table.
• I can find the constant of proportionality from information given in a table.

Building On