ASSESSMENT RESOURCES · Instruct students to fill in the answers on their answer sheets. ... data...

ASSESSMENT RESOURCES

Ratios and Rates

M A T H N A V I G A T O R ®

This work is protected by United States copyright laws and is provided solely for the use of teachers and administrators in teaching courses and assessing student learning in their classes and schools. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted.

Copyright © 2012 Savvas Education, Inc., or its a iliate(s). All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Savvas Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458.

America’s Choice, the America’s Choice A logo, Math Navigator, the Savvas logo are trademarks, in the U.S. and/or other countries, of Savvas Learning Co. or its affiliate(s).

ISBN: 978-1-40261-352-41 2 3 4 5 6 7 8 9 10 16 15 14 13 12

RATIOS AND RATES iii

Contents

Teacher Materials

Pre-Test/Post-Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Checkpoint Test Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Student Materials

Lesson 5: Checkpoint 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Checkpoint 1A Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Checkpoint 1 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 10: Checkpoint 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Checkpoint 2A Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Checkpoint 2 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 15: Checkpoint 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Checkpoint 3A Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Checkpoint 3 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Copyright © 2020 Savvas Learning Company LLC All Rights Reserved. Savvas™ and Savvas Learning Company™ are the exclusive trademarks of Savvas Learning Company LLC in the US and in other countries.

RATIOS AND RATES 1

Pre-Test/Post-Test Administration

test administration

Pre-test: Let students know that this test will help you determine what they already know. Explain that the module will help students learn how to solve problems on the test that seem difficult now.

Post-test: Explain that this test will help you determine what students have learned about ration and rates.

Online Testing

Once your testing window has started, you can begin testing.

• Seat students individually in front of a computer.• Give each student a piece of scratch paper.• Make sure that students have pencils.• Have students use their access codes to log in to the pre-test.• Before each student begins the test, confirm that he or she is taking the correct test.

Tell students that:

• Each question will be displayed on the computer screen. Students should select the answer they think isbest by clicking on the option choice and then clicking to confirm the choice.

• After students answer a question, the next question will appear on the computer screen.• Students may opt to skip a question and flag it to come back to before ending the test.

During the test:

• Observe students as they work to make sure that they are actively engaged in the testing process.• Support any students who seem to find the material challenging. Encourage them to make a good

estimate for any problem they find difficult.

• You may wish to provide manipulatives.

Once students have answered all the questions, they should follow the online prompts to conclude the test.

Pre-test: If any students finish the test early, group them into pairs. Give each of the students a Student Book. Tell them to read the instructions on page 1 and start working with their partners.

➲

RATIOS AND RATES 2


Paper-and-Pencil Test

• Print copies of the test and answer sheet from ARO for each student.• Seat students individually.• Distribute tests, answer sheets, and scratch paper.• Make sure that students have #2 pencils.• Instruct students to fill in the answers on their answer sheets.

During the test:

• Observe students as they work to make sure that they are actively engaged in the testing process.• Support any students who seem to find the material challenging. Encourage them to make a good

estimate for any problem they find difficult.

• You may wish to provide manipulatives.

After students finish, collect their tests, answer sheets, and scratch paper. You will need to upload students’ answers to the ARO system so you can analyze the results.

Pre-test: If any students finish the test early, group them into pairs. Give each of the students a Student Book. Tell them to read the instructions on page 1 and start working with their partners.

analyzing results

Irrespective of the method (online or paper-and-pencil) that you chose to administer the test, your students must be enrolled in the ARO system in order for you to obtain computer-generated reports.

These reports:

• Offer rich, instructionally-relevant information to teachers and administrators at the individual student,class, grade, school, and district levels

• Include total test score performance information and item-level analysis for each student and for allstudents combined

• Are important references in helping you assess the misconceptions your students are struggling with anddecide what concepts to focus on during the module

For results:

• Online Testing: ARO will automatically generate performance reports.• Paper-and-Pencil Test: Upload students’ data to ARO. Once you have uploaded the data, ARO will

generate performance reports.

Additional information about the online test reporting can be found on ARO.

Remember to give a copy of the reports to students’ regular mathematics teachers to help them plan subsequent instruction.

➲

RATIOS AND RATES 3


reflection

When students finish working on the test, ask them to open the Student Book and continue with the work time or reflection task that follows.

➲

RATIOS AND RATES 4

Checkpoint Test Administration

preparation

• Make a copy of the appropriate checkpoint lesson, answer sheet, and answer key for each student.• Hand out the checkpoint lesson to each student.

setting the direction

Lessons 5, 10, and 15 of this module are checkpoint lessons. In checkpoint lessons, students practice skills by answering multiple-choice and free-response questions in a test-like atmosphere, and then work in groups to “debug” their procedural knowledge. Each checkpoint lesson is structured as follows:

1. Students work independently on Checkpoint A.

2. Students work in groups to debug their work, concentrating on procedural knowledge.

3. Students work independently on either Checkpoint B or C, based on their success with Checkpoint A.Checkpoint C is easier than Checkpoint B.

4. Students meet in groups to debug their work.

The problems in the checkpoints follow up on the week’s work.

When students have completed Checkpoint A, collect their answer sheets before the debug group. Enter the data from Checkpoints 1A, 2A, and 3A into ARO. The report generated by ARO will help you assess whether students are on track and making sufficient progress.

checkpoint A

A. Work on Checkpoint A

Have students work individually to answer the multiple-choice and free-response problems found inCheckpoint A. Have students show their work in the checkpoint lesson and then transfer their answers tothe answer sheet. Give students about 10–15 minutes to complete the checkpoint.

Observe students as they work in order to identify students who are struggling. You will use this information to decide how to organize the debug groups, and to determine which students will work on Checkpoint B versus Checkpoint C later in the lesson.

B. Model Debug Groups in Lesson 5

The debug groups are an important step of the checkpoint lesson because it gives students furthermathematical practice in constructing viable arguments and critiquing the reasoning of others (MP3). Manyof the problems in Checkpoint 1A ask students to reason abstractly and qualitatively (MP2) and to attend toprecision (MP6). The debug discussions give students a chance to refine their understanding of the contentwhile engaging in these mathematical practices.

➲

➲

➲

RATIOS AND RATES 5


In Lesson 5 during Checkpoint 1A, you will deviate slightly from the typical checkpoint lesson structure by first modeling the debug group routine. Spend about 5 minutes modeling this routine in front of the class.

Create a model group to help you. Choose students who have been willing to share their mistakes during the first four lessons. Participate as a member of the group in order to model how students should debug their work.

Model the following debug group routine, which students will use in all checkpoint lessons:

• Hand out the answer key forCheckpoint 1A.

• First, group members check theiranswers against the answer key.Students can check their own work orthey can exchange work with a partner and check each other’s work. You can determine the rules forthe process, or you can decide as a group.

• Next, members of the group should each choose a problem that they got wrong, show their work for theproblem, and ask the group, “What am I doing wrong?” As resources, group members can use their ownwork, information they have from earlier lessons, the procedural help in the back of the Student Book,and the Concept Book.

• As a member of the model debug group, model for students how you would present an incorrectanswer. Tell them that you answered D for question 3. What did you do wrong? Listen to their advice.Hopefully, some of the students will point out the ratio is boys to girls, not girls to boys, thus the 1represents the boys and there are twice as many girls. If there are 4 girls that means there are 1

2 as

many boys or 2 boys: 2 : 4 is the same as 1 : 2. Ask them where they might get more help. Hopefullysome of the students might answer “page 69 of the procedural help page”, which describesequivalent ratios.

You might not want to take the time to have all the students in the model group present their work. However, emphasize to students that in their own groups, all students should present their work. Be sure to spend the time required for your students to understand the purpose and routines of the debug process.

In subsequent checkpoint lessons, you may skip Part B—Model Debug Groups in Lesson 5.

C. Debug Groups

Divide students into groups of three orfour students each and have the groupsfollow the debug routine. Try to balancethe groups with regard to strong andweak students, based on your earlierobservations. In Lesson 5, integratestudents from your model group into theother groups.

RATIOS AND RATES 6


Make sure all students have a copy of the answer key for the appropriate checkpoint.

Some groups may need more help than others. Spend extra time with groups that need more help, but be sure to take time to monitor all of the groups.

checkpoints B and C

A. Work on Checkpoint B or C

Give the debug groups about 15 minutes to finish. Then assign students to work on either Checkpoint B orCheckpoint C. Checkpoint C is easier than Checkpoint B, so assign Checkpoint C to any students who haddifficulty with Checkpoint A. Allow 7–10 minutes for the second checkpoint.

Observe students as they work to assess whether they still need help with the material—either individually or as a class.

B. Debug Groups

Hand out the answer key for the appropriate checkpoint.

If you have time, form debug groups again and have them follow the debug routine. If you run short of time, just have students check their answers using the answer keys.

Spend time with students who are struggling.

reflection

When you have about 2 minutes left, stop the debug groups, even if they are not finished. Have students respond to the reflection prompt in the Student Book.

➲

➲

RATIOS AND RATES 7

Checkpoint 1 5➲ setting the direction

For each problem, circle the correct answer or write your solution. Show your work. Copy your answers to the Checkpoint 1A answer sheet. Turn in your answer sheet to your teacher and get an answer key. Check your answers against the answer key. Then have each person in your group share one problem with the group.

• If you got one or more problems wrong, select one and ask the group, “What did I dowrong in this problem?”

• If you answered all the problems correctly, share with the group something that youdid to solve a problem that you think was interesting or unusual.

To help you and the members of your group, use the procedural help on pages 69–72 at the end of the Student Book or use the Concept Book pages 291–303.

Then complete either Checkpoint 1B or Checkpoint 1C as instructed by your teacher. When completed, check your answers against the answer key. Have one person in your group share a problem using the routine described above.

➲ checkpoint 1A

1. Which fraction represents the ratio 4 : 3?

A3

4B

3

12C

4

3D

12

4

2. The ratio 10 : 2 can also be written as:

A 5 : 1 B 10 : 8 C 10 : 12 D 20 : 2

3. The ratio of boys to girls in a group is 1 : 2. There are 4 girls in the group.How many boys are in the group?

A 1 B 2 C 6 D 8

RATIOS AND RATES 8

5Checkpoint 1

4. What is the ratio of Jill’s juice to Kate’s juice?

A 1 : 4 B 1 : 5

C 1 : 3 D 1 : 2

5. The ratio of Joe’s stamps to Max’s stamps is 3 : 2. Which figure shows this ratio?

A Joe Max B Joe Max

C Joe Max D Joe Max

6. Write the correct value in the denominator.

20% = 20

7. Guests at a party eat a total of 10 pizzas and drink a total of 45 sodas. What is theratio of pizzas to sodas?

8. A cruise ship has a crew of 750 and carries 2,250 passengers. What is the passengerto crew ratio expressed in simplest form?

50 mL 150 mL

Jill’sjuice

Kate’sjuice

RATIOS AND RATES 9

5Checkpoint 1

9. A cruise ship has a crew of 750 and carries 2,250 passengers. What is the part-wholeratio of crew to all persons on the ship?

10. Sketch a tape diagram divided into equal parts where the ratio between the shadedand unshaded parts is 1 : 3.

Check your answers using the Checkpoint 1A Answer Key . Then share one problem with the group .

RATIOS AND RATES 10

5Checkpoint 1

➲ checkpoint 1B

1. Which fraction represents the ratio 7 : 6?

A12

14B

17

16C

16

14D

28

24

2. The ratio of lions to tigers at the city zoo is 2 : 3. There are 30 tigers atthe zoo. How many lions are at the zoo?

A 2 B 30 C 20 D 40

3. Which of the following shapes do not show the ratio 2 : 3?

A B C D

4. Express the ratio 1.5 : 1 as a fraction.

5. Dan made lemonade by mixing 2 parts of lemon concentrateto 4 parts of water. How much concentrate should Dan usewith 2 parts of water?

Check your answers using the Checkpoint 1B Answer Key . Then share one problem with the group .

RATIOS AND RATES 11

5Checkpoint 1

➲ checkpoint 1C

1. Which ratio represents the fraction 34

?

A 3 : 7 B 4 : 7 C 4 : 3 D 3 : 4

2. Which of these shows 30% ?

A30

300B

30

200C

30

100D

30

10

3. In which of the following figures is 20% of the shape shaded?

A B

C D

4. At Martindale Elementary school, the ratio of boys to girls is 6 : 5. There are 60 boys inthe school. How many girls are there at Martindale Elementary school?

5. 6 eggs are used to make an omelet. 3 eggs are used to makea chocolate cake. What is the ratio of the eggs in the omeletto the eggs in the chocolate cake?

Check your answers using the Checkpoint 1C Answer Key . Then share one problem with the group .

RATIOS AND RATES 12

Checkpoint 1A Answer Sheet

Class Information

School ____________________________________________________________________________

City ______________________________________________________ State __________________

Teacher (mathematics class) _________________________________________________________

Student Information

Grade __________

First name ________________________________________________________________________

Last name ________________________________________________________________________

Date of birth ______ (month) ______ (day) ______(year)

Male o Female o

How many years have you been at this school? _______ years

Do you usually speak English at home? Yes o No o

Does anyone in your home usually speak a language other than English?

Yes o No o

RATIOS AND RATES 13

Checkpoint 1A Answer Sheet

Name _______________________________________

A B C D

1. m m m m

2. m m m m

3. m m m m

4. m m m m

5. m m m m

6.

7.

8.

9.

10.

RATIOS AND RATES 14

Checkpoint 1 Answer Key

Checkpoint 1A

1. C 4

3

2. A 5 : 1

3. B 2

4. C 1 : 3

5. D Joe Max

6. 100

7. 2 : 9

8. 3 : 1

9. 1 : 4 or 1 to 4

10.

RATIOS AND RATES 15


Checkpoint 1B

1. D 28

24

2. C 20

3. D

4. 3

2

5. 1 part

Checkpoint 1C

1. D 3 : 4

2. C30

100

3. B

4. 50 girls

5. 2 : 1

RATIOS AND RATES 16





To help you and the members of your group, use the procedural help on pages 69–72 at the end of the Student Book or use the Concept Book pages 291–303.


➲ checkpoint 2A

1. Steve is making cookies using this recipe.Chocolate Chip Cookies140 g butter1 cup sugar cup chocolate chips

12

23

1 egg1 cups flour

He wants to make 3 times as manycookies as the amount this recipe makes.

How many cups of chocolate chips willhe need?

A 3 cups B 2 cups

C23

cup D 213

cups

RATIOS AND RATES 17

10Checkpoint 2

2. Flavored milk is made by adding flavoring to milk in the ratio of 1 to 15. Which ofthese tables shows this situation?

A

Milk (cup) 1 2 3 4 5

Flavoring (cup) 15 25 35 45 55

B

Milk (cup) 30 45 60 75 90


C

Milk (cup) 1 2 3 4 5


D Milk (cup) 10 20 30 40 50


3. Jane’s dog weights 10 kg and her rabbit weights 2,000 g. What is the ratio of her dog’sweight to her rabbit’s weight? (Remember: 1 kg = 1,000 g)

A 5 : 1 B 10 : 1 C 10 : 2,000 D 1 : 10

4. A new measure of length is the zeetle. The conversion rate between zeetles andmeters is: 5 zeetles = 1 meter

Jim’s apartment is 15 zeetles high and Jim is 2 meters tall. What is the ratio of the heightof Jim’s apartment to the height of Jim?

A 5 : 1 B 3 : 2 C 5 : 2 D 15 : 2

RATIOS AND RATES 18

10Checkpoint 2

5. This table shows how much Leanne is paid for the hours she works.

Hours Worked 1 2 3 4

Pay Rate $6 $12 $18 $24

At this rate, how much will Leanne be paid for working 7 hours?

A $30 B $42 C $48 D $70

6. Complete this ratio table.

A 5 6 11 17

B 1 1.2

7. Using the table in problem 6, write the ratio A : B as a percent.

8. Complete this ratio table for oranges priced at 5 oranges for a dollar.

Oranges 1 2 3 4 5

Cost ($) 1

RATIOS AND RATES 19

10Checkpoint 2

9. At one animal shelter, the ratio of cats to dogs was 2 : 3.

Dogs

Cats

If the shelter had 75 dogs, how many cats were at the shelter?

10. Sketch a tape diagram to show how many tickets are purchased with $25 if there is aratio of 6 raffle tickets purchased for every 5 dollars spent.

Check your answers using the Checkpoint 2A Answer Key . Then share one problem with the group .

RATIOS AND RATES 20

10Checkpoint 2

➲ checkpoint 2B

1. Tim measured his arm and leg in 4th grade and 6th grade. Both times, the length ofhis arm was two-thirds the length of his leg. Which table shows this?

A 4th 6th

Length of Arm 50 cm 52 cm

Length of Leg 75 cm 81 cm

B 4th 6th



C4th 6th



D 4th 6th



2. This double number line shows equivalent values for dollars and yen.0 1 2 3 4

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320

dollars

yen

a . How much is 140 yen approximately equal to in dollars?

b . What would be an approximate unit rate for converting dollars to yen?

RATIOS AND RATES 21

10Checkpoint 2

3. Is the following a ratio table? Explain why or why not.

x b 4b 16b

y a 4a 16a

4. Carla, John, and Jorge work in a family restaurant. They share tips according to a ratioof 10 : 3 : 8, respectively. One night, John made $22.50 in tips.

a . How much money did Carla make in tips that night?

b . How much money did Jorge make in tips that night?


RATIOS AND RATES 22

10Checkpoint 2

➲ checkpoint 2C

1. Jim is 2 meters tall. The ceiling is 3 meters high. What is the ratio of Jim’s height to theceiling’s height?

A 1 : 1 B 3 : 2 C 23 : 1 D 2 : 3

2. A certain cake is made by adding 1 teaspoon of sugar for every 12 ounces of flour(a ratio of 1 to 12). Howard is using 4 teaspoons of sugar. How many ounces of flourshould he use?

A 16 ounces B 17 ounces C 48 ounces D 8 ounces

3. What is the ratio of 50 cents to $2.50?

A 50 : 2.5 B 2.5 : 50 C 1 : 5 D 5 : 1

4. Complete this ratio table for tickets priced at $8 a piece.

Tickets 2 3 5 10

Cost ($) 16 24

5. Is the following a ratio table? Explain why or why not.

x 12 30 58

y 6 8 16


RATIOS AND RATES 23

Answer SheetCheckpoint 2A Answer Sheet

Class Information

School ____________________________________________________________________________

City ______________________________________________________ State __________________


Student Information

Grade __________

First name ________________________________________________________________________

Last name ________________________________________________________________________


Male o Female o




Yes o No o

RATIOS AND RATES 24


Name _______________________________________

A B C D

1. m m m m

2. m m m m

3. m m m m

4. m m m m

5. m m m m

6.

7.

8.

9.

10.

RATIOS AND RATES 25

Checkpoint 2A

1. B 2 cups

2. B Milk (cup) 30 45 60 75 90


3. A 5 : 1

4. B 3 : 2

5. B $42

6.

7. 500%

8.

9. 50 cats

10.

25

30

Tickets

Dollars

A 5 6 11 17

B 1 1.2 2.2 3.4

Oranges 1 2 3 4 5

Cost ($) 0.2 0.4 0.6 0.8 1


RATIOS AND RATES 26

Checkpoint 2B

1. B 4th 6th



2. a . $1.70

b . 1 : 0.012

3. It is a ratio table because there is a common ratio between quantities.

4. a . $75.00

b . $60.00

Checkpoint 2C

1. D 2 : 3

2. C 48 ounces

3. C 1 : 5

4.

5. It is not a ratio table because there is not a constant ratio between quantities.

Tickets 2 3 5 10

Cost ($) 16 24 40 80


RATIOS AND RATES 27





To help you and the members of your group, use the procedural help on page 72 at the end of the Student Book or use the Concept Book pages 305–308.


➲ checkpoint 3A

1. Suppose a bank will exchange 10 euros for 15 dollars. How many dollars would youget if you exchanged 25 euros?

A $6.00 B $16.67 C $25.00 D $37.50

2. Flour costs $1.20 per kg. What is the cost of 4 kg of flour?

A $1.20 B $2.40 C $3.60 D $4.80

3. Andrew rides his bike at a speed of 28 km per hour. He rides for one and one quarterhours at this speed without stopping. How far does he ride?

A 32 km B 35 km C 36 km D 42 km

RATIOS AND RATES 28

Checkpoint 3 15

4. The cost of packs of baseball cards at a local sports store is shown in the table below.If the cost of packs always increases at the same rate, how much will 7 packs cost?

Number of Packs 1 2 3 4 5 6 7

Cost of Packs $1.50 $3.00 $4.50 $6.00 $7.50

A $10.50 B $9.50 C $7.50 D $10.00

5. The cost of pencils at the student store is shown in the table below. If the cost of3 pencils always increases at the same rate, how much will 9 pencils cost?

Number of Pencils 3 6 9 12 15

Cost of Pencils $0.50 $1.00 ? $2.00 $2.50

A $1.50 B $4.50 C $2.00 D $1.75

6. Joshua can read 40 pages in an hour. If he reads for an hour each day, how manypages will he read in 7 days?

Which table can be used to solve this problem?

A

Pages 40 33 26 19 12 5 0

Days 1 2 3 4 5 6 7

B

Pages 1 2 3 4 5 6 7

Days 40 40 40 40 40 40 40

C

Pages 1 2 3 4 5 6 7

Days 40 80 120 160 200 240 280

D Pages 40 47 54 61 68 75 82

Days 1 2 3 4 5 6 7

RATIOS AND RATES 29

Checkpoint 3 15

7. Joan travels by car an average of 100 kilometers per hour. How many hours will ittake her to drive 9,500 kilometers?

A 95 hours B 9,600 hours C 9,400 hours D 9.5 hours

Use this table for problems 8–10.

City Population (2000 Census)Area

(square kilometers)Population

Density

Chicago 2,896,016 227.13

San Francisco 776,733 46.69

8. What is the population density of Chicago (people per square kilometer)

9. What is the population density of San Francisco (people per square kilometer)

10. Which city is more crowded? How do you know?

Check your answers using the Checkpoint 3A Answer Key .

Then share one problem with the group .

RATIOS AND RATES 30

Checkpoint 3 15

➲ checkpoint 3B

1. Which calculation gives the correct answer to the following problem?

Mr. Okawa has an empty tank that holds 240 gallons. He can fill it at a rate of 36 gallonsper 2 hours. How long does it take him to fill the tank?

A 240 ÷ 36 B 240 × 36 ÷ 2 C 240 ÷ 36 ÷ 2 D 240 ÷ 36 × 2

2. Rosa can type words on her keyboard at 60 words per minute.

Which table represents this situation?

A

Minutes m 60 120 300

Words w 1 2 5

B

Minutes m 500 200 100

Words w 5 2 1

C

Minutes m 10 30 60

Words w 600 1,800 3,600

D Minutes m 90 60 30

Words w 9,000 6,000 3,000

3. Water flows over Niagra Falls at a rate of 2,832 cubic meters per second. What is thisrate in cubic meters per day?

A 2,832 × 60 × 24 B 2,832 × 60 × 60 × 24

C 2,832 × 60

24D 2,832 ×

60 60

24

×

RATIOS AND RATES 31

Checkpoint 3 15

Use this table for problems 4 and 5.

State Population (2000 Census)Area

(square miles)Population

Density

California 37,593,222 163.695

Georgia 8,186,453 59,425

Montana 902,195 147,042

New Jersey 8,414,350 8,722

4. Which state is most crowded? How do you know?

5. Which state is least crowded? How do you know?


RATIOS AND RATES 32

Checkpoint 3 15

➲ checkpoint 3C

1. Mrs. Chi’s new car gets an average of 24 miles per gallon of gasoline. Last week sheused 10 gallons of gasoline. About how many miles did she travel?

A 34 miles B 240 miles C 2,040 miles D 204 miles

2. Peaches cost $1.25 per pound.What will 4 pounds of peaches cost?

A about $0.32 B $1.25 C $5.00 D $6.25

3. Suppose a bank will exchange 20 dollars for 268 pesos. How many pesos would youget if you exchanged 10 dollars?

A 13.4 pesos B 200 pesos C 134 pesos D 2,680 pesos.

4. Brittany bought 2 pounds of peas for $5.00. What is the price of peasper one pound?

5. If Brittany changes her mind and buys 6 pounds of peas, what will she pay?


RATIOS AND RATES 33


Class Information

School ____________________________________________________________________________

City ______________________________________________________ State __________________


Student Information

Grade __________

First name ________________________________________________________________________

Last name ________________________________________________________________________


Male o Female o




Yes o No o

RATIOS AND RATES 34


Name _______________________________________

A B C D

1. m m m m

2. m m m m

3. m m m m

4. m m m m

5. m m m m

6. m m m m

7. m m m m

8.

9.

10.

RATIOS AND RATES 35


Checkpoint 3A

1. D $37.50

2. D $4.80

3. B 35 km

4. A $10.50

5. A $1.50

6. C Pages 1 2 3 4 5 6 7

Days 40 80 120 160 200 240 280

7. A 95 hours

8. 12,750 people / km 2

9. 16,636 people / km 2

10. San Francisco

RATIOS AND RATES 36


Checkpoint 3B

1. D 240 ÷ 36 × 2

2. C Minutes m 10 30 60

Words w 600 1,800 3,600

3. B 2,832 × 60 × 60 × 24

4. New Jersey

5. Montana

Checkpoint 3C

1. B 240 miles

2. C $5.00

3. C 134 pesos

4. $2.50 per pound

5. $15

RATIOS AND RATES 37

Image Credits

Grateful acknowledgement is made to the following for copyrighted material:

8 m . ©Savvas 10 t .l . ©iStockphoto .com/Eric Isselée 10 t .r . ©iStockphoto .com/Eric Isselée 10 b . ©iStockphoto .com/Danny Smythe 11 b . ©iStockphoto .com 16 b . ©iStockphoto .com/Uyen Le 17 m . ©iStockphoto .com/Palle Christensen 18 b . ©iStockphoto .com/Amanda Rohde 19 t .l . ©iStockphoto .com 19 t .r . ©iStockphoto .com/Eric Isselée 19 m . ©iStockphoto .com/Scott Rothstein 29 b . ©iStockphoto .com/René Mansi 32 t .r . ©iStockphoto .com/Joanna Pecha 32 m .r . ©iStockphoto .com

Note: Every effort has been made to locate the copyright owner of material reproduced in this component. Omissions brought to our attention will be corrected in subsequent editions.

Copyright © 2020 Savvas Learning Company LLC All Rights Reserved. Savvas™ and Savvas Learning Company™ are the exclusive trademarks of Savvas Learning Company LLC in the US and in other countries.

ASSESSMENT RESOURCES · Instruct students to fill in the answers on their answer sheets. ... data...

Documents

Transcript of ASSESSMENT RESOURCES · Instruct students to fill in the answers on their answer sheets. ... data...