To solve the problem "56 is what percent of 707" students used the following models
Noah's model:
+7
0 7 14 21 28 35 42 49 (56 43 70
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Divide 70/10=7, since 100%/10=180o.
So each # is another 10% 56 is at 80%
Carey's Model
Since 35 is half
i of 70 and 7
1 42 49 56
is 10% of 70,
t an 80% + I started at 35
and jumped 3 .
0% 10%
times to get to 56.
35
S
50%), +102
+0%.
100%
7. Use either students method to model 40% of 240.
8. Use a model to estimate what percentage is closest to 65 out of 85.

first, we define the variables:

x: number of years after 1950

f (x): amount of vinyl sold.

then, with the variables defined, we have:

68594 vinyl records were sold in 1958 > f (8) = 68594

91299 vinyl records were sold in 1961 > f (11) = 91299

38720 vinyl records were sold in 1952 > f (2) = 38720

161743 vinyl records were sold in 1967 > f (17) = 161743

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step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

mr. india

cause it equals more