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.