這門課是在 English講授的。

This course aligns with the following "I can" statements: 
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.
I can explain the meaning of equivalent ratios using examples.
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 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 constant speed.
If I know the price of multiple things, I can find the price per 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.
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.
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 see that thinking about “how much for 1” is useful for solving different types of
problems.
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 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 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 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.

I have been completed three college-level courses on common-core math instruction. I have worked as a math instructor for middle school students in a private school setting. I have ten years of experience as a math tutor including working with students from ages 5 (kindergarten) to 25 (Graduate Readiness Exam). 

提供的家庭作業
Students may have up to ten minutes of work to wrap up after the end of each session depending on time management during the session. Otherwise, all work will be completed in the session. 
0 - 1 每週課外時間
提供的評估
Students will receive a written progress report at the end of the class.Two numerical assessment grades can be provided if requested. 
提供的成績

This course uses strategies and resources from the Illustrative Mathematics Accelerated Course for grades six to eight which is licenses under an attribution creative commons license.