U1

7 Student
–3 Workbook
SW

Units 1–3
LearnZillion is now Imagine Learning

We have taken the next step on our journey to Grade

7
empower more educators, engage more students,

Student Workbook: Units 1–3

and connect more families to learning, by bringing
together our products under one brand, united by
a shared mission.

TM

v.
IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics®, and is
copyright 2017-2019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International
License (CC BY 4.0), creativecommons.org/licenses/by/4.0/. OUR's 6–8 Math Curriculum is available at
https://openupresources.org/math-curriculum/.

Adaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics,
www.illustrativemathematics.org, and are licensed under the Creative Commons Attribution 4.0 International
License (CC BY 4.0), creativecommons.org/licenses/by/4.0/.

Adaptations to add additional English language learner supports are copyright 2019 by Open Up Resources,
openupresources.org, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY
4.0), https://creativecommons.org/licenses/by/4.0/.

The second set of English assessments (marked as set "B") are copyright 2019 by Open Up Resources,
openupresources.org, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY
4.0),https://creativecommons.org/licenses/by/4.0/.

Spanish translation of the "B" assessments are copyright 2020 by Illustrative Mathematics,
www.illustrativemathematics.org, and are licensed under the Creative Commons Attribution 4.0 International
License (CC BY 4.0), https://creativecommons.org/licenses/by/4.0/.

The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used
without the prior and express written consent of Illustrative Mathematics.

This book includes public domain images or openly licensed images that are copyrighted by their respective
owners. Openly licensed images remain under the terms of their respective licenses. See the image attribution
section for more information.

The Imagine Learning name, logo, and cover artwork are not subject to the Creative Commons license and may not
be used without the prior and express written consent of Imagine Learning.

ISBN 978-1-64885-129-2

MS3.1415

20211205
Unit 1: Scale Drawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Scaled Copies

Lesson 1: What are Scaled Copies? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Lesson 2: Corresponding Parts and Scale Factors. . . . . . . . . . . . . . . . . . 13

Lesson 3: Making Scaled Copies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Lesson 4: Scaled Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Lesson 5: The Size of the Scale Factor . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Lesson 6: Scaling and Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Scale Drawings

Lesson 7: Scale Drawings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Lesson 8: Scale Drawings and Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Lesson 9: Creating Scale Drawings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Lesson 10: Changing Scales in Scale Drawings . . . . . . . . . . . . . . . . . . . . 67

Lesson 11: Scales without Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Lesson 12: Units in Scale Drawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Let’s Put It to Work

Lesson 13: Draw It to Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Unit 2: Introducing Proportional Relationships . . . . . . . . . . . . . . . . . . 89

Representing Proportional Relationships with Tables

Lesson 1: One of These Things Is Not Like the Others . . . . . . . . . . . . . . 90

Lesson 2: Introducing Proportional Relationships with Tables . . . . . . . 96

Lesson 3: More about Constant of Proportionality . . . . . . . . . . . . . . . . 103

Representing Proportional Relationships with Equations

Lesson 4: Proportional Relationships and Equations . . . . . . . . . . . . . . 110

Lesson 5: Two Equations for Each Relationship. . . . . . . . . . . . . . . . . . . 117

Lesson 6: Using Equations to Solve Problems . . . . . . . . . . . . . . . . . . . . 124

Comparing Proportional and Nonproportional Relationships

Lesson 7: Comparing Relationships with Tables . . . . . . . . . . . . . . . . . . 130

Lesson 8: Comparing Relationships with Equations . . . . . . . . . . . . . . . 137

Lesson 9: Solving Problems about Proportional Relationships . . . . . . 145

Representing Proportional Relationships with Graphs

Lesson 10: Introducing Graphs of Proportional Relationships . . . . . . 151

Lesson 11: Interpreting Graphs of Proportional Relationships . . . . . . 158

Lesson 12: Using Graphs to Compare Relationships . . . . . . . . . . . . . . 164

Lesson 13: Two Graphs for Each Relationship . . . . . . . . . . . . . . . . . . . . 171

Let's Put it to Work

Lesson 14: Four Representations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Lesson 15: Using Water Efficiently . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Unit 3: Measuring Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Circumference of a Circle

Lesson 1: How Well Can You Measure?. . . . . . . . . . . . . . . . . . . . . . . . . . 190

Lesson 2: Exploring Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Lesson 3: Exploring Circumference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Lesson 4: Applying Circumference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Lesson 5: Circumference and Wheels . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Area of a Circle

Lesson 6: Estimating Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

Lesson 7: Exploring the Area of a Circle . . . . . . . . . . . . . . . . . . . . . . . . . 229

Lesson 8: Relating Area to Circumference . . . . . . . . . . . . . . . . . . . . . . . 234

Lesson 9: Applying Area of Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Let's Put it to Work

Lesson 10: Distinguishing Circumference and Area . . . . . . . . . . . . . . . 247

Lesson 11: Stained-Glass Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
GRADE 7

1
Unit

STUDENT WORKBOOK
Book 1
 Lesson 1: What are Scaled Copies?
Let’s explore scaled copies.

1.1: Printing Portraits

Here is a portrait of a student.

1. Look at Portraits A–E. How is each one the same as or different from the original
portrait of the student?

2. Some of the Portraits A–E are scaled copies of the original portrait. Which ones do
you think are scaled copies? Explain your reasoning.

3. What do you think “scaled copy” means?

6
 1.2: Scaling F
Here is an original drawing of the letter F and some other drawings.

1. Identify all the drawings that are scaled copies of the original letter F. Explain how
you know.

2. Examine all the scaled copies more closely, specifically the lengths of each part of the
letter F. How do they compare to the original? What do you notice?

Unit 1 Lesson 1 7
 3. On the grid, draw a different scaled copy of the original letter F.

1.3: Pairs of Scaled Polygons

Your teacher will give you a set of cards that have polygons drawn on a grid. Mix up the
cards and place them all face up.

1. Take turns with your partner to match a pair of polygons that are scaled copies of
one another.
a. For each match you find, explain to your partner how you know it’s a match.

b. For each match your partner finds, listen carefully to their explanation, and if
you disagree, explain your thinking.

2. When you agree on all of the matches, check your answers with the answer key. If
there are any errors, discuss why and revise your matches.

8
 3. Select one pair of polygons to examine further. Draw both polygons on the grid.
Explain or show how you know that one polygon is a scaled copy of the other.

Are you ready for more?

Is it possible to draw a polygon that is a scaled copy of both Polygon A and Polygon
B? Either draw such a polygon, or explain how you know this is impossible.

Unit 1 Lesson 1 9
 Lesson 1 Summary
What is a scaled copy of a figure? Let’s look at some examples.

The second and third drawings are both scaled copies of the original Y.

However, here, the second and third drawings are not scaled copies of the original W.

The second drawing is spread out (wider and shorter). The third drawing is squished in
(narrower, but the same height).

We will learn more about what it means for one figure to be a scaled copy of another in
upcoming lessons.

Glossary
• scaled copy

10
 Lesson 1 Practice Problems
1. Here is a figure that looks like the letter A, along with several other figures. Which
figures are scaled copies of the original A? Explain how you know.

2. Tyler says that Figure B is a scaled copy of Figure A because all of the peaks are half
as tall.

Do you agree with Tyler? Explain your reasoning.

Unit 1 Lesson 1 Practice Problems 11

 3. Here is a picture of the Rose Bowl Stadium in Pasadena, CA.

Here are some copies of the picture. Select all the pictures that are scaled copies of
the original picture.

4. Complete each equation with a number that makes it true.

a.

b.

c.

d.

12
 Lesson 2: Corresponding Parts and Scale
Factors
Let’s describe features of scaled copies.

2.1: Number Talk: Multiplying by a Unit Fraction

Find each product mentally.

Unit 1 Lesson 2 13
 2.2: Corresponding Parts
Here is a figure and two copies, each with some points labeled.

1. Complete this table to show corresponding parts in the three figures.

original copy 1 copy 2

point

segment

segment

point

angle

angle

2. Is either copy a scaled copy of the original figure? Explain your reasoning.

3. Use tracing paper to compare angle with its corresponding angles in Copy 1
and Copy 2. What do you notice?

4. Use tracing paper to compare angle with its corresponding angles in Copy 1
and Copy 2. What do you notice?

14
 2.3: Scaled Triangles
Here is Triangle O, followed by a number of other triangles.

Your teacher will assign you two of the triangles to look at.

1. For each of your assigned triangles, is it a scaled copy of Triangle O? Be prepared to

explain your reasoning.

2. As a group, identify all the scaled copies of Triangle O in the collection. Discuss your
thinking. If you disagree, work to reach an agreement.

3. List all the triangles that are scaled copies in the table. Record the side lengths that
correspond to the side lengths of Triangle O listed in each column.

Triangle O 3 4 5

Unit 1 Lesson 2 15
 4. Explain or show how each copy has been scaled from the original (Triangle O).

Are you ready for more?

Choose one of the triangles that is not a scaled copy of Triangle O. Describe how you could
change at least one side to make a scaled copy, while leaving at least one side unchanged.

16
 Lesson 2 Summary
A figure and its scaled copy have corresponding parts, or parts that are in the same
position in relation to the rest of each figure. These parts could be points, segments, or
angles. For example, Polygon 2 is a scaled copy of Polygon 1.

• Each point in Polygon 1 has a corresponding point in Polygon 2.

For example, point corresponds to point and point corresponds to point .

• Each segment in Polygon 1 has a corresponding segment in Polygon 2.

For example, segment corresponds to segment .

• Each angle in Polygon 1 also has a corresponding angle in Polygon 2.

For example, angle corresponds to angle .

The scale factor between Polygon 1 and Polygon 2 is 2, because all of the lengths in
Polygon 2 are 2 times the corresponding lengths in Polygon 1. The angle measures in
Polygon 2 are the same as the corresponding angle measures in Polygon 1. For example,
the measure of angle is the same as the measure of angle .

Glossary
• corresponding
• scale factor

Unit 1 Lesson 2 17
 Lesson 2 Practice Problems
1. The second H-shaped polygon is a scaled copy of the first.

a. Show one pair of corresponding points and two pairs of corresponding sides in
the original polygon and its copy. Consider using colored pencils to highlight
corresponding parts or labeling some of the vertices.

b. What scale factor takes the original polygon to its smaller copy? Explain or show
your reasoning.

2. Figure B is a scaled copy of Figure A. Select all of the statements that must be true:

A. Figure B is larger than Figure A.

B. Figure B has the same number of edges as Figure A.

C. Figure B has the same perimeter as Figure A.

D. Figure B has the same number of angles as Figure A.

E. Figure B has angles with the same measures as Figure A.

18
 3. Polygon B is a scaled copy of Polygon A.

a. What is the scale factor from Polygon A to Polygon

B? Explain your reasoning.

b. Find the missing length of each side marked with

? in Polygon B.

c. Determine the measure of each angle marked with

? in Polygon A.

4. Complete each equation with a number that makes it true.

a.

b.

c.

d.

e.

Unit 1 Lesson 2 Practice Problems 19

 Lesson 3: Making Scaled Copies
Let’s draw scaled copies.

3.1: More or Less?

For each problem, select the answer from the two choices.

1. The value of is:

a. More than 205

b. Less than 205

2. The value of is:

a. More than 10

b. Less than 10

3. The value of is:

a. More than 0.2

b. Less than 0.2

20
 3.2: Drawing Scaled Copies

1. Draw a scaled copy of either Figure A or B using a scale factor of 3.

2. Draw a scaled copy of either Figure C or D using a scale factor of .

Unit 1 Lesson 3 21
 3.3: Which Operations? (Part 1)
Diego and Jada want
to scale this polygon
so the side that
corresponds to 15
units in the original is
5 units in the scaled
copy.

Diego and Jada each use a different operation to find the new side lengths. Here are their
finished drawings.

1. What operation do you think Diego used to calculate the lengths for his drawing?

2. What operation do you think Jada used to calculate the lengths for her drawing?

22
 3. Did each method produce a scaled copy of the polygon? Explain your reasoning.

3.4: Which Operations? (Part 2)

Andre wants to make a scaled copy of Jada's drawing so the side that corresponds to 4
units in Jada’s polygon is 8 units in his scaled copy.

1. Andre says “I wonder if I should add 4 units to the lengths of all of the segments?”
What would you say in response to Andre? Explain or show your reasoning.

2. Create the scaled copy that Andre wants. If you get stuck, consider using the edge of
an index card or paper to measure the lengths needed to draw the copy.

Unit 1 Lesson 3 23
 Are you ready for more?
The side lengths of Triangle B are all 5 more than the side lengths of Triangle A. Can
Triangle B be a scaled copy of Triangle A? Explain your reasoning.

Lesson 3 Summary
Creating a scaled copy involves multiplying the lengths in the original figure by a scale
factor.

For example, to make a scaled copy of triangle where the base is 8 units, we would
use a scale factor of 4. This means multiplying all the side lengths by 4, so in triangle ,
each side is 4 times as long as the corresponding side in triangle .

24
 Lesson 3 Practice Problems
1. Here are 3 polygons.

Draw a scaled copy of Draw a scaled copy of Draw a scaled copy of

Polygon A using a scale Polygon B using a scale Polygon C using a scale
factor of 2. factor of . factor of .

2. Quadrilateral A has side lengths 6, 9, 9, and 12. Quadrilateral B is a scaled copy of

Quadrilateral A, with its shortest side of length 2. What is the perimeter of
Quadrilateral B?

Unit 1 Lesson 3 Practice Problems 25

 3. Here is a polygon on a grid.

Draw a scaled copy of this polygon that has a perimeter of 30 units. What is the scale
factor? Explain how you know.

4. Priya and Tyler are discussing the figures shown below. Priya thinks that B, C, and D
are scaled copies of A. Tyler says B and D are scaled copies of A. Do you agree with
Priya, or do you agree with Tyler? Explain your reasoning.

(From Unit 1, Lesson 1.)

26
 Lesson 4: Scaled Relationships
Let’s find relationships between scaled copies.

4.1: Three Quadrilaterals (Part 1)

Each of these polygons is a scaled copy of the others.

1. Name two pairs of corresponding angles. What can you say about the sizes of these
angles?

2. Check your prediction by measuring at least one pair of corresponding angles using a
protractor. Record your measurements to the nearest .

Unit 1 Lesson 4 27
 4.2: Three Quadrilaterals (Part 2)
Each of these polygons is a scaled copy of the others. You already checked their
corresponding angles.

1. The side lengths of the polygons are hard to tell from the grid, but there are other
corresponding distances that are easier to compare. Identify the distances in the other
two polygons that correspond to and , and record them in the table.

distance that distance that

quadrilateral
corresponds to corresponds to

2. Look at the values in the table. What do you notice?

Pause here so your teacher can review your work.

28
 3. The larger figure is a scaled copy of the smaller figure.

a. If , how long is the corresponding distance in the second figure? Explain

or show your reasoning.

b. If , how long is the corresponding distance in the first figure? Explain or

show your reasoning.

Unit 1 Lesson 4 29
 4.3: Scaled or Not Scaled?
Here are two quadrilaterals.

1. Mai says that Polygon is a scaled copy of Polygon , but Noah

disagrees. Do you agree with either of them? Explain or show your reasoning.

2. Record the corresponding distances in the table. What do you notice?

quadrilateral horizontal distance vertical distance

3. Measure at least three pairs of corresponding angles in and using a

protractor. Record your measurements to the nearest . What do you notice?

30
 4. Do these results change your answer to the first question? Explain.

5. Here are two more quadrilaterals.

Kiran says that Polygon is a scaled copy of , but Lin disagrees. Do you
agree with either of them? Explain or show your reasoning.

Are you ready for more?

All side lengths of quadrilateral are 2, and all side lengths of quadrilateral
are 3. Does have to be a scaled copy of ? Explain your reasoning.

Unit 1 Lesson 4 31
 4.4: Comparing Pictures of Birds
Here are two pictures of a bird. Find evidence that one picture is not a scaled copy of the
other. Be prepared to explain your reasoning.

32
 Lesson 4 Summary
When a figure is a scaled copy of another figure, we know that:

• All distances in the copy can be found

by multiplying the corresponding
distances in the original figure by the
same scale factor, whether or not the
endpoints are connected by a segment.

For example, Polygon is a

scaled copy of Polygon . The
scale factor is 3. The distance from to
is 6, which is three times the distance
from to .

• All angles in the copy

have the same measure
as the corresponding
angles in the original
figure, as in these
triangles.

These observations can help explain why one figure is not a scaled copy of another.

For example, even though their corresponding

angles have the same measure, the second
rectangle is not a scaled copy of the first rectangle,
because different pairs of corresponding lengths
have different scale factors, but .

Unit 1 Lesson 4 33
 Lesson 4 Practice Problems
1. Select all the statements that must be true for any scaled copy Q of Polygon P.

A. The side lengths are all whole numbers.

B. The angle measures are all whole numbers.

C. Q has exactly 1 right angle.

D. If the scale factor between P and Q is , then each side length of P is multiplied
by to get the corresponding side length of Q.

E. If the scale factor is 2, each angle in P is multiplied by 2 to get the corresponding

angle in Q.

F. Q has 2 acute angles and 3 obtuse angles.

2. Here is Quadrilateral .

Quadrilateral is a scaled copy of Quadrilateral

. Point corresponds to , to , to , and
to .

If the distance from to is 3 units, what is the

distance from to ? Explain your reasoning.

34
 3. Figure 2 is a scaled copy of Figure 1.

a. Identify the points in Figure 2 that correspond to the points and in Figure 1.
Label them and . What is the distance between and ?

b. Identify the points in Figure 1 that correspond to the points and in Figure 2.
Label them and . What is the distance between and ?

c. What is the scale factor that takes Figure 1 to Figure 2?

d. and are two points on Figure 1, but they are not shown. The distance
between and is 1. What is the distance between the corresponding points
on Figure 2?

4. To make 1 batch of lavender paint, the ratio of cups of pink paint to cups of blue
paint is 6 to 5. Find two more ratios of cups of pink paint to cups of blue paint that
are equivalent to this ratio.

Unit 1 Lesson 4 Practice Problems 35

 Lesson 5: The Size of the Scale Factor
Let’s look at the effects of different scale factors.

5.1: Number Talk: Missing Factor

Solve each equation mentally.

5.2: Card Sort: Scaled Copies

Your teacher will give you a set of cards. On each card, Figure A is the original and Figure B
is a scaled copy.

1. Sort the cards based on their scale factors. Be prepared to explain your reasoning.

2. Examine cards 10 and 13 more closely. What do you notice about the shapes and
sizes of the figures? What do you notice about the scale factors?

3. Examine cards 8 and 12 more closely. What do you notice about the figures? What do
you notice about the scale factors?

36
 Are you ready for more?
Triangle B is a scaled copy of Triangle A with scale factor .

1. How many times bigger are the side lengths of Triangle B when compared with
Triangle A?

2. Imagine you scale Triangle B by a scale factor of to get Triangle C. How many times
bigger will the side lengths of Triangle C be when compared with Triangle A?

3. Triangle B has been scaled once. Triangle C has been scaled twice. Imagine you scale
triangle A times to get Triangle N, always using a scale factor of . How many times
bigger will the side lengths of Triangle N be when compared with Triangle A?

5.3: Scaling A Puzzle

Your teacher will give you 2 pieces of a 6-piece puzzle.

1. If you drew scaled copies of your puzzle pieces using a scale factor of , would they
be larger or smaller than the original pieces? How do you know?

2. Create a scaled copy of each puzzle piece on a blank square, with a scale factor of .

3. When everyone in your group is finished, put all 6 of the original puzzle pieces
together like this:

Next, put all 6 of your scaled copies together. Compare your scaled puzzle with the
original puzzle. Which parts seem to be scaled correctly and which seem off? What
might have caused those parts to be off?

Unit 1 Lesson 5 37
 4. Revise any of the scaled copies that may have been drawn incorrectly.

5. If you were to lose one of the pieces of the original puzzle, but still had the scaled
copy, how could you recreate the lost piece?

5.4: Missing Figure, Factor, or Copy

1. What is the scale factor from the original triangle to its copy? Explain or show your
reasoning.

2. The scale factor from the original trapezoid to its copy is 2. Draw the scaled copy.

38
 3. The scale factor from the original figure to its copy is . Draw the original figure.

4. What is the scale factor from the original figure to the copy? Explain how you know.

5. The scale factor from the original figure to its scaled copy is 3. Draw the scaled copy.

Unit 1 Lesson 5 39
 Lesson 5 Summary
The size of the scale factor affects the size of the copy. When a figure is scaled by a scale
factor greater than 1, the copy is larger than the original. When the scale factor is less than
1, the copy is smaller. When the scale factor is exactly 1, the copy is the same size as the
original.

Triangle is a larger scaled copy of triangle , because the scale factor from
to is . Triangle is a smaller scaled copy of triangle , because the scale
factor from to is .

This means that triangles and are scaled copies of each other. It also shows
that scaling can be reversed using reciprocal scale factors, such as and .

In other words, if we scale Figure A using a scale factor of 4 to create Figure B, we can scale
Figure B using the reciprocal scale factor, , to create Figure A.

Glossary
• reciprocal

40
 Lesson 5 Practice Problems
1. Rectangles P, Q, R, and S are scaled copies of one another. For each pair, decide if the
scale factor from one to the other is greater than 1, equal to 1, or less than 1.

a. from P to Q

b. from P to R

c. from Q to S

d. from Q to R

e. from S to P

f. from R to P

g. from P to S

2. Triangle S and Triangle L are scaled copies of one another.

a. What is the scale factor from S to L?

b. What is the scale factor from L to S?

c. Triangle M is also a scaled copy of S. The scale

factor from S to M is . What is the scale factor
from M to S?

Unit 1 Lesson 5 Practice Problems 41

 3. Are two squares with the same side lengths scaled copies of one another? Explain
your reasoning.

4. Quadrilateral A has side lengths 2, 3, 5, and 6. Quadrilateral B has side lengths 4, 5, 8,

and 10. Could one of the quadrilaterals be a scaled copy of the other? Explain.

(From Unit 1, Lesson 2.)

5. Select all the ratios that are equivalent to the ratio .

A.

B.

C.

D.

E.

F.

G.

42
 Lesson 6: Scaling and Area
Let's build scaled shapes and investigate their areas.

6.1: Scaling a Pattern Block

Your teacher will give you some pattern blocks. Work with your group to build the scaled
copies described in each question.

1. How many blue rhombus blocks does it take to build a scaled copy of Figure A:

a. Where each side is twice as long?

b. Where each side is 3 times as long?

c. Where each side is 4 times as long?

2. How many green triangle blocks does it take to build a scaled copy of Figure B:

a. Where each side is twice as long?

b. Where each side is 3 times as long?

c. Using a scale factor of 4?

3. How many red trapezoid blocks does it take to build a scaled copy of Figure C:

a. Using a scale factor of 2?

b. Using a scale factor of 3?

c. Using a scale factor of 4?

Unit 1 Lesson 6 43
 6.2: Scaling More Pattern Blocks
Your teacher will assign your group one of these figures.

1. Build a scaled copy of your assigned shape using a scale factor of 2. Use the
same shape blocks as in the original figure. How many blocks did it take?

2. Your classmate thinks that the scaled copies in the previous problem will each take 4
blocks to build. Do you agree or disagree? Explain you reasoning.

3. Start building a scaled copy of your assigned figure using a scale factor of 3. Stop
when you can tell for sure how many blocks it would take. Record your answer.

4. How many blocks would it take to build scaled copies of your figure using scale
factors 4, 5, and 6? Explain or show your reasoning.

5. How is the pattern in this activity the same as the pattern you saw in the previous
activity? How is it different?

44
 Are you ready for more?
1. How many blocks do you think it would take to build a scaled copy of one yellow
hexagon where each side is twice as long? Three times as long?

2. Figure out a way to build these scaled copies.

3. Do you see a pattern for the number of blocks used to build these scaled copies?
Explain your reasoning.

6.3: Area of Scaled Parallelograms and Triangles

1. Your teacher will give you a figure with measurements in centimeters. What is the
area of your figure? How do you know?

2. Work with your partner to draw scaled copies of your figure, using each scale factor
in the table. Complete the table with the measurements of your scaled copies.

scale factor base (cm) height (cm) 2

area (cm )

Unit 1 Lesson 6 45
 3. Compare your results with a group that worked with a different figure. What is the
same about your answers? What is different?

4. If you drew scaled copies of your figure with the following scale factors, what would
their areas be? Discuss your thinking. If you disagree, work to reach an agreement.
Be prepared to explain your reasoning.

scale factor 2
area (cm )

46
 Lesson 6 Summary
Scaling affects lengths and areas differently. When we make a scaled copy, all original
lengths are multiplied by the scale factor. If we make a copy of a rectangle with side
lengths 2 units and 4 units using a scale factor of 3, the side lengths of the copy will be 6
units and 12 units, because and .

2
The area of the copy, however, changes by a factor of (scale factor) . If each side length of
the copy is 3 times longer than the original side length, then the area of the copy will be 9
times the area of the original, because , or , equals 9.

2
In this example, the area of the original rectangle is 8 units and the area of the scaled
2
copy is 72 units , because . We can see that the large rectangle is covered by 9
copies of the small rectangle, without gaps or overlaps. We can also verify this by
multiplying the side lengths of the large rectangle: .

Lengths are one-dimensional, so in a scaled copy, they change by the scale factor. Area is
two-dimensional, so it changes by the square of the scale factor. We can see this is true for
a rectangle with length and width . If we scale the rectangle by a scale factor of , we
get a rectangle with length and width . The area of the scaled rectangle
is , so . The fact that the area is multiplied by the
square of the scale factor is true for scaled copies of other two-dimensional figures too,
not just for rectangles.

Glossary
• area

Unit 1 Lesson 6 47
 Lesson 6 Practice Problems
1. On the grid, draw a scaled copy of Polygon Q using a scale factor of 2. Compare the
perimeter and area of the new polygon to those of Q.

2. A right triangle has an area of 36 square units.

If you draw scaled copies of this triangle

using the scale factors in the table, what scale factor 2
area (units )
will the areas of these scaled copies be?
Explain or show your reasoning. 1 36

48
 3. Diego drew a scaled version of a Polygon P and labeled it Q.

If the area of Polygon P is 72 square units, what scale factor did

Diego use to go from P to Q? Explain your reasoning.

4. Here is an unlabeled polygon, along with its scaled copies Polygons A–D. For each
copy, determine the scale factor. Explain how you know.

(From Unit 1, Lesson 2.)

5. Solve each equation mentally.

a.

b.

c.

(From Unit 1, Lesson 5.)

Unit 1 Lesson 6 Practice Problems 49

 Lesson 7: Scale Drawings
Let’s explore scale drawings.

7.1: What is a Scale Drawing?

Here are some drawings of a school bus, a quarter, and the subway lines around Boston,
Massachusetts. The first three drawings are scale drawings of these objects.

The next three drawings are not scale drawings of these objects.

Discuss with your partner what a scale drawing is.

50
 7.2: Sizing Up a Basketball Court
Your teacher will give you a scale drawing of a basketball court. The drawing does not have
any measurements labeled, but it says that 1 centimeter represents 2 meters.

1. Measure the distances on the scale drawing that are labeled a–d to the nearest tenth
of a centimeter. Record your results in the first row of the table.

2. The statement “1 cm represents 2 m” is the scale of the drawing. It can also be

expressed as “1 cm to 2 m,” or “1 cm for every 2 m.” What do you think the scale tells
us?

3. How long would each measurement from the first question be on an actual
basketball court? Explain or show your reasoning.

(a) length (b) width (c) hoop (d) 3 point line

measurement
of court of court to hoop to sideline

scale drawing

actual court

4. On an actual basketball court, the bench area is typically 9 meters long.

a. Without measuring, determine how long the bench area should be on the scale
drawing.

b. Check your answer by measuring the bench area on the scale drawing. Did your
prediction match your measurement?

Unit 1 Lesson 7 51
 7.3: Tall Structures
Here is a scale drawing of some of the world’s tallest structures.

1. About how tall is the actual Willis Tower? About how tall is the actual Great Pyramid?
Be prepared to explain your reasoning.

2. About how much taller is the Burj Khalifa than the Eiffel Tower? Explain or show your
reasoning.

3. Measure the line segment that shows the scale to the nearest tenth of a centimeter.
Express the scale of the drawing using numbers and words.

Are you ready for more?

The tallest mountain in the United States, Mount Denali in Alaska, is about 6,190 m tall. If
this mountain were shown on the scale drawing, how would its height compare to the
heights of the structures? Explain or show your reasoning.

52
 Lesson 7 Summary
Scale drawings are two-dimensional representations of actual objects or places. Floor
plans and maps are some examples of scale drawings. On a scale drawing:

• Every part corresponds to something in the actual object.

• Lengths on the drawing are enlarged or reduced by the same scale factor.
• A scale tells us how actual measurements are represented on the drawing. For
example, if a map has a scale of “1 inch to 5 miles” then a -inch line segment on
that map would represent an actual distance of 2.5 miles

Sometimes the scale is shown as a segment on the drawing

itself. For example, here is a scale drawing of a stop sign
with a line segment that represents 25 cm of actual length.

The width of the octagon in the drawing is about three times

the length of this segment, so the actual width of the sign is
about , or 75 cm.

Because a scale drawing is two-dimensional, some aspects

of the three-dimensional object are not represented. For
example, this scale drawing does not show the thickness of
the stop sign.

A scale drawing may not show every detail of the actual

object; however, the features that are shown correspond to
the actual object and follow the specified scale.

Glossary
• scale
• scale drawing

Unit 1 Lesson 7 53
 Lesson 7 Practice Problems
1. The Westland Lysander was an aircraft used by the Royal Air Force in the 1930s. Here
are some scale drawings that show the top, side, and front views of the Lysander.

Use the scales and scale drawings to approximate the actual lengths of:

a. the wingspan of the plane, to the nearest foot

b. the height of the plane, to the nearest foot

c. the length of the Lysander Mk. I, to the nearest meter

2. A blueprint for a building includes a rectangular room that measures 3 inches

long and 5.5 inches wide. The scale for the blueprint says that 1 inch on the blueprint
is equivalent to 10 feet in the actual building. What are the dimensions of this
rectangular room in the actual building?

54
 3. Here is a scale map of Lafayette Square, a rectangular garden north of the White
House.

a. The scale is shown in the lower right corner. Find the actual side lengths of
Lafayette Square in feet.

b. Use an inch ruler to measure the line segment of the graphic scale. About how
many feet does one inch represent on this map?

4. Here is Triangle A. Lin created a scaled copy of Triangle A with an area of 72 square
units.

a. How many times larger is the area of

of the scaled copy compared to that
of Triangle A?

b. What scale factor did Lin apply to the

Triangle A to create the copy?

c. What is the length of bottom side of

the scaled copy?

(From Unit 1, Lesson 6.)

Unit 1 Lesson 7 Practice Problems 55

 Lesson 8: Scale Drawings and Maps
Let’s use scale drawings to solve problems.

8.1: A Train and a Car

Two cities are 243 miles apart.

• It takes a train 4 hours to travel between the two cities at a constant speed.
• A car travels between the two cities at a constant speed of 65 miles per hour.
Which is traveling faster, the car or the train? Be prepared to explain your reasoning.

8.2: Driving on I-90

1. A driver is traveling at a
constant speed on
Interstate 90 outside
Chicago. If she traveled
from Point A to Point B in 8
minutes, did she obey the
speed limit of 55 miles per
hour? Explain your
reasoning.

2. A traffic helicopter flew directly from Point A to Point B in 8 minutes. Did the
helicopter travel faster or slower than the driver? Explain or show your reasoning.

56
 8.3: Biking through Kansas
A cyclist rides at a constant speed of 15 miles
per hour. At this speed, about how long
would it take the cyclist to ride from Garden
City to Dodge City, Kansas?

Are you ready for more?

Jada finds a map that says, “Note: This map is not to scale.” What do you think this means?
Why is this information important?

Unit 1 Lesson 8 57
 Lesson 8 Summary
Maps with scales are useful for making calculations involving speed, time, and distance.
Here is a map of part of Alabama.

Suppose it takes a car 1 hour

and 30 minutes to travel at
constant speed from
Birmingham to Montgomery.
How fast is the car traveling?

To make an estimate, we
need to know about how far it
is from Birmingham to
Montgomery. The scale of the
map represents 20 miles, so
we can estimate the distance
between these cities is about
90 miles.

Since 90 miles in 1.5 hours is

the same speed as 180 miles
in 3 hours, the car is traveling
about 60 miles per hour.

Suppose a car is traveling at a constant speed of 60 miles per hour from Montgomery to
Centreville. How long will it take the car to make the trip? Using the scale, we can estimate
that it is about 70 miles. Since 60 miles per hour is the same as 1 mile per minute, it will
take the car about 70 minutes (or 1 hour and 10 minutes) to make this trip.

58
 Lesson 8 Practice Problems
1. Here is a map that shows parts of Texas and Oklahoma.

a. About how far is it from Amarillo to Oklahoma City? Explain your reasoning.

b. Driving at a constant speed of 70 miles per hour, will it be possible to make this
trip in 3 hours? Explain how you know.

2. A local park is in the shape of a square. A map of the local park is made with
the scale 1 inch to 200 feet.

a. If the park is shown as a square on the map, each side of which is one foot long,
how long is each side of the square park?

b. If a straight path in the park is 900 feet long, how long would the path be when
represented on the map?

Unit 1 Lesson 8 Practice Problems 59

 Lesson 9: Creating Scale Drawings
Let’s create our own scale drawings.

9.1: Number Talk: Which is Greater?

Without calculating, decide which quotient is larger.

or

or

or

9.2: Bedroom Floor Plan

Here is a rough sketch of Noah’s bedroom (not a scale drawing).

Noah wants to create a floor plan that is a scale drawing.

1. The actual length of Wall C is 4 m. To represent Wall C, Noah draws a segment 16 cm

long. What scale is he using? Explain or show your reasoning.

60
 2. Find another way to express the scale.

3. Discuss your thinking with your partner. How do your scales compare?

4. The actual lengths of Wall A and Wall D are 2.5 m and 3.75 m. Determine how long
these walls will be on Noah’s scale floor plan. Explain or show your reasoning.

Are you ready for more?

If Noah wanted to draw another floor plan on which Wall C was 20 cm, would 1 cm to 5 m
be the right scale to use? Explain your reasoning.

Unit 1 Lesson 9 61
 9.3: Two Maps of Utah
A rectangle around Utah is about 270 miles wide and about 350 miles tall. The upper right
corner that is missing is about 110 miles wide and about 70 miles tall.

1. Make a scale drawing of Utah where Make a scale drawing of Utah where
1 centimeter represents 50 miles. 1 centimeter represents 75 miles.

2. How do the two drawings compare? How does the choice of scale influence the
drawing?

62
 Lesson 9 Summary
If we want to create a scale drawing of a room's floor plan that has the scale “1 inch to
4 feet,” we can divide the actual lengths in the room (in feet) by 4 to find the corresponding
lengths (in inches) for our drawing.

Suppose the
longest wall is
15 feet long.
We should
draw a line
3.75 inches
long to
represent this
wall, because
.

There is more than one way to express this scale. These • 1 inch to 4 feet
three scales are all equivalent, since they represent the
same relationship between lengths on a drawing and actual • inch to 2 feet
lengths:
• inch to 1 foot

Any of these scales can be used to find actual lengths and scaled lengths (lengths on a
drawing). For instance, we can tell that, at this scale, an 8-foot long wall should be 2 inches
long on the drawing because .

The size of a scale drawing is influenced by the choice of scale. For example, here is
another scale drawing of the same room using the scale 1 inch to 8 feet.

Notice this drawing is smaller than the previous one.

Since one inch on this drawing represents twice as
much actual distance, each side length only needs to
be half as long as it was in the first scale drawing.

Unit 1 Lesson 9 63
 Lesson 9 Practice Problems
1. An image of a book shown on a website is 1.5 inches wide and 3 inches tall on a
computer monitor. The actual book is 9 inches wide.

a. What scale is being used for the image?

b. How tall is the actual book?

2. The flag of Colombia is a rectangle that is 6 ft long with three horizontal strips.

◦ The top stripe is 2 ft tall and is yellow.

◦ The middle stripe is 1 ft tall and is blue.
◦ The bottom stripe is also 1 ft tall and is red.

a. Create a scale drawing of the Colombian flag with a scale of 1 cm to 2 ft.

b. Create a scale drawing of the Colombian flag with a scale of 2 cm to 1 ft.

64
 3. These triangles are scaled copies of each other.

For each pair of triangles listed, the area of the second triangle is how many times
larger than the area of the first?

a. Triangle G and Triangle F

b. Triangle G and Triangle B

c. Triangle B and Triangle F

d. Triangle F and Triangle H

e. Triangle G and Triangle H

f. Triangle H and Triangle B

(From Unit 1, Lesson 6.)

Unit 1 Lesson 9 Practice Problems 65

 4. Here is an unlabeled rectangle, followed by other quadrilaterals that are labeled.

a. Select all quadrilaterals that are scaled copies of the unlabeled rectangle.
Explain how you know.

b. On graph paper, draw a different scaled version of the original rectangle.

(From Unit 1, Lesson 3.)

66
 Lesson 10: Changing Scales in Scale Drawings
Let’s explore different scale drawings of the same actual thing.

10.1: Appropriate Measurements

1. If a student uses a ruler like this to measure the length of their foot, which choices
would be appropriate measurements? Select all that apply. Be prepared to explain
your reasoning.

a. inches

b. inches

c. 23.47659 centimeters

d. 23.5 centimeters

e. 23.48 centimeters

2. Here is a scale drawing of an average seventh-grade student's foot next to a scale

drawing of a foot belonging to the person with the largest feet in the world. Estimate
the length of the larger foot.

Unit 1 Lesson 10 67
 10.2: Same Plot, Different Drawings
Here is a map showing a plot of land in the shape of a right triangle.

1. Your teacher will assign you a scale to use. On centimeter graph paper, make a scale
drawing of the plot of land. Make sure to write your scale on your drawing.

2. What is the area of the triangle you drew? Explain or show your reasoning.

3. How many square meters are represented by 1 square centimeter in your drawing?

4. After everyone in your group is finished, order the scale drawings from largest to
smallest. What do you notice about the scales when your drawings are placed in this
order?

68
 Are you ready for more?
Noah and Elena each make a scale drawing of the same triangular plot of land, using the
following scales. Make a prediction about the size of each drawing. How would they
compare to the scale drawings made by your group?

1. Noah uses the scale 1 cm to 200 m.

2. Elena uses the scale 2 cm to 25 m.

10.3: A New Drawing of the Playground

Here is a scale drawing of a playground.

The scale is 1 centimeter to

30 meters.

1. Make another scale drawing of the same playground at a scale of 1 centimeter to

20 meters.

2. How do the two scale drawings compare?

Unit 1 Lesson 10 69
 Lesson 10 Summary
Sometimes we have a scale drawing of something, and we want to create another scale
drawing of it that uses a different scale. We can use the original scale drawing to find the
size of the actual object. Then we can use the size of the actual object to figure out the size
of our new scale drawing.

For example, here is a scale drawing of a park where the scale is 1 cm to 90 m.

The rectangle is 10 cm by 4
cm, so the actual dimensions
of the park are 900 m by 360
m, because
and .

Suppose we want to make another scale drawing of the park where the scale is 1 cm to 30
meters. This new scale drawing should be 30 cm by 12 cm, because and
.

Another way to find this answer is to think about how the two different scales are related
to each other. In the first scale drawing, 1 cm represented 90 m. In the new drawing, we
would need 3 cm to represent 90 m. That means each length in the new scale drawing
should be 3 times as long as it was in the original drawing. The new scale drawing should
be 30 cm by 12 cm, because and .

Since the length and width are 3 times as long, the area of the new scale drawing will be 9
times as large as the area of the original scale drawing, because .

70
 Lesson 10 Practice Problems
1. Here is a scale drawing of a swimming pool where 1 cm represents 1 m.

a. How long and how wide is the actual swimming pool?

b. Will a scale drawing where 1 cm represents 2 m be larger or smaller than this

drawing?

c. Make a scale drawing of the swimming pool where 1 cm represents 2 m.

2. A map of a park has a scale of 1 inch to 1,000 feet. Another map of the same park has
a scale of 1 inch to 500 feet. Which map is larger? Explain or show your reasoning.

Unit 1 Lesson 10 Practice Problems 71

 2
3. On a map with a scale of 1 inch to 12 feet, the area of a restaurant is 60 in . Han says
2
that the actual area of the restaurant is 720 ft . Do you agree or disagree? Explain
your reasoning.

4. If Quadrilateral Q is a scaled copy of Quadrilateral P created with a scale factor of 3,

what is the perimeter of Q?

(From Unit 1, Lesson 3.)

5. Triangle is a scaled copy of triangle . For each of the following parts of

triangle , identify the corresponding part of triangle .

◦ angle
◦ angle
◦ segment
◦ segment
(From Unit 1, Lesson 2.)

72
 Lesson 11: Scales without Units
Let’s explore a different way to express scales.

11.1: One to One Hundred

A map of a park says its scale is 1 to 100.

1. What do you think that means?

2. Give an example of how this scale could tell us about measurements in the park.

11.2: Apollo Lunar Module

Your teacher will give you a drawing of the Apollo Lunar Module. It is drawn at a scale of 1
to 50.

1. The “legs” of the spacecraft are its landing gear. Use the drawing to estimate the
actual length of each leg on the sides. Write your answer to the nearest 10
centimeters. Explain or show your reasoning.

2. Use the drawing to estimate the actual height of the Apollo Lunar Module to the
nearest 10 centimeters. Explain or show your reasoning.

Unit 1 Lesson 11 73
 3. Neil Armstrong was 71 inches tall when he went to the surface of the Moon in the
Apollo Lunar Module. How tall would he be in the drawing if he were drawn with his
height to scale? Show your reasoning.

4. Sketch a stick figure to represent yourself standing next to the Apollo Lunar Module.
Make sure the height of your stick figure is to scale. Show how you determined your
height on the drawing.

Are you ready for more?

The table shows the distance between the
Sun and 8 planets in our solar system. average distance
planet
(millions of miles)
1. If you wanted to create a scale model of
the solar system that could fit Mercury 35
somewhere in your school, what scale
would you use? Venus 67

2. The diameter of Earth is approximately Earth 93

8,000 miles. What would the diameter
of Earth be in your scale model? Mars 142

Jupiter 484

Saturn 887

Uranus 1,784

Neptune 2,795

74
 11.3: Same Drawing, Different Scales
A rectangular parking lot is 120 feet long and 75 feet wide.

• Lin made a scale drawing of the parking lot at a scale of 1 inch to 15 feet. The drawing
she produced is 8 inches by 5 inches.

• Diego made another scale drawing of the parking lot at a scale of 1 to 180. The
drawing he produced is also 8 inches by 5 inches.

1. Explain or show how each scale would produce an 8 inch by 5 inch drawing.

2. Make another scale drawing of the same parking lot at a scale of 1 inch to 20 feet. Be
prepared to explain your reasoning.

3. Express the scale of 1 inch to 20 feet as a scale without units. Explain your reasoning.

Unit 1 Lesson 11 75
 Lesson 11 Summary
In some scale drawings, the scale specifies one unit for the distances on the drawing and a
different unit for the actual distances represented. For example, a drawing could have a
scale of 1 cm to 10 km.

In other scale drawings, the scale does not specify any units at all. For example, a map may
simply say the scale is 1 to 1,000. In this case, the units for the scaled measurements and
actual measurements can be any unit, so long as the same unit is being used for both. So if
a map of a park has a scale 1 to 1,000, then 1 inch on the map represents 1,000 inches in
the park, and 12 centimeters on the map represent 12,000 centimeters in the park. In
other words, 1,000 is the scale factor that relates distances on the drawing to actual
distances, and is the scale factor that relates an actual distance to its corresponding
distance on the drawing.

A scale with units can be expressed as a scale without units by converting one
measurement in the scale into the same unit as the other (usually the unit used in the
drawing). For example, these scales are equivalent:

• 1 inch to 200 feet

• 1 inch to 2,400 inches (because there are 12 inches in 1 foot, and )

• 1 to 2,400
This scale tells us that all actual distances are 2,400 times their corresponding distances on
the drawing, and distances on the drawing are times the actual distances they
represent.

76
 Lesson 11 Practice Problems
1. A scale drawing of a car is presented in the following three scales. Order the
scale drawings from smallest to largest. Explain your reasoning. (There are about 1.1
yards in a meter, and 2.54 cm in an inch.)

a. 1 in to 1 ft

b. 1 in to 1 m

c. 1 in to 1 yd

2. Which scales are equivalent to 1 inch to 1 foot? Select all that apply.

A. 1 to 12

B.

C. 100 to 0.12

D. 5 to 60

E. 36 to 3

F. 9 to 108

3. A model airplane is built at a scale of 1 to 72. If the model plane is 8 inches long, how
many feet long is the actual airplane?

Unit 1 Lesson 11 Practice Problems 77

 4. Quadrilateral A has side lengths 3, 6, 6, and 9. Quadrilateral B is a scaled copy of A
with a shortest side length equal to 2. Jada says, “Since the side lengths go down by 1
in this scaling, the perimeter goes down by 4 in total.” Do you agree with Jada?
Explain your reasoning.

(From Unit 1, Lesson 3.)

5. Polygon B is a scaled copy of Polygon A using a scale factor of 5. Polygon A’s area is
what fraction of Polygon B’s area?

(From Unit 1, Lesson 6.)

6. Figures R, S, and T are all scaled copies of one another. Figure S is a scaled copy of R
using a scale factor of 3. Figure T is a scaled copy of S using a scale factor of 2. Find
the scale factors for each of the following:

a. From T to S

b. From S to R

c. From R to T

d. From T to R

(From Unit 1, Lesson 5.)

78
 Lesson 12: Units in Scale Drawings
Let's use different scales to describe the same drawing.

12.1: Centimeters in a Mile

There are 2.54 cm in an inch, 12 inches in a foot, and 5,280 feet in a mile. Which
expression gives the number of centimeters in a mile? Explain your reasoning.

1.

2.

3.

4.

5.

12.2: Card Sort: Scales

Your teacher will give you some cards with a scale on each card.

1. Sort the cards into sets of equivalent scales. Be prepared to explain how you know
that the scales in each set are equivalent. Each set should have at least two cards.

2. Trade places with another group and check each other’s work. If you disagree about
how the scales should be sorted, work to reach an agreement.

Pause here so your teacher can review your work.

3. Next, record one of the sets with three equivalent scales and explain why they are
equivalent.

Unit 1 Lesson 12 79
 12.3: The World’s Largest Flag
As of 2016, Tunisia holds the world record for the largest version of a national flag. It was
almost as long as four soccer fields. The flag has a circle in the center, a crescent moon
inside the circle, and a star inside the crescent moon.

1. Complete the table. Explain or show your reasoning.

height of
flag length flag height
crescent moon

actual 396 m 99 m

at 1 to 2,000 scale 13.2 cm

2. Complete each scale with the value that makes it equivalent to the scale of 1 to 2,000.
Explain or show your reasoning.

a. 1 cm to ____________ cm

b. 1 cm to ____________ m

c. 1 cm to ____________ km

d. 2 m to _____________ m

e. 5 cm to ___________ m

f. ____________ cm to 1,000 m

g. ____________ mm to 20 m

3. a. What is the area of the large flag?

b. What is the area of the smaller flag?

c. The area of the large flag is how many times the area of the smaller flag?

80
 12.4: Pondering Pools
Your teacher will give you a floor plan of a recreation center.

1. What is the scale of the floor plan if the actual side length of the square pool is 15 m?
Express your answer both as a scale with units and without units.

2. Find the actual area of the large rectangular pool. Show your reasoning.

2
3. The kidney-shaped pool has an area of 3.2 cm on the drawing. What is its actual
area? Explain or show your reasoning.

Are you ready for more?

1. Square A is a scaled copy of Square B with scale factor 2. If the area of Square A is 10
2
units , what is the area of Square B?

2. Cube A is a scaled copy of Cube B with scale factor 2. If the volume of Cube A is 10
3
units , what is the volume of Cube B?

3. The four-dimensional Hypercube A is a scaled copy of Hypercube B with scale factor

4
2. If the “volume” of Hypercube A is 10 units , what do you think the “volume” of
Hypercube B is?

Unit 1 Lesson 12 81
 Lesson 12 Summary
Sometimes scales come with units, and sometimes they don’t. For example, a map of
Nebraska may have a scale of 1 mm to 1 km. This means that each millimeter of distance
on the map represents 1 kilometer of distance in Nebraska. Notice that there are 1,000
millimeters in 1 meter and 1,000 meters in 1 kilometer. This means there are
or 1,000,000 millimeters in 1 kilometer. So, the same scale without units is 1 to 1,000,000,
which means that each unit of distance on the map represents 1,000,000 units of distance
in Nebraska. This is true for any choice of unit to express the scale of this map.

Sometimes when a scale comes with units, it is useful to rewrite it without units. For
example, let's say we have a different map of Rhode Island, and we want to use the two
maps to compare the size of Nebraska and Rhode Island. It is important to know if the
maps are at the same scale. The scale of the map of Rhode Island is 1 inch to 10 miles.
There are 5,280 feet in 1 mile, and 12 inches in 1 foot, so there are 63,360 inches in 1 mile
(because ). Therefore, there are 633,600 inches in 10 miles. The scale
of the map of Rhode Island without units is 1 to 633,600. The two maps are not at the
same scale, so we should not use these maps to compare the size of Nebraska to the size
of Rhode Island.

Here is some information about equal lengths that you may find useful.

Customary Units Metric Units

1 foot (ft) = 12 inches (in) 1 meter (m) = 1,000 millimeters (mm)

1 yard (yd) = 36 inches 1 meter = 100 centimeters
1 yard = 3 feet 1 kilometer (km) = 1,000 meters
1 mile = 5,280 feet

Equal Lengths in Different Systems

1 inch = 2.54 centimeters 1 centimeter 0.39 inch

1 foot 0.30 meter 1 meter 39.37 inches
1 mile 1.61 kilometers 1 kilometer 0.62 mile

82
 Lesson 12 Practice Problems
1. The Empire State Building in New York City is about 1,450 feet high (including the
antenna at the top) and 400 feet wide. Andre wants to make a scale drawing of the
front view of the Empire State Building on an -inch-by- -inch piece of paper.
Select a scale that you think is the most appropriate for the scale drawing. Explain
your reasoning.

a. 1 inch to 1 foot

b. 1 inch to 100 feet

c. 1 inch to 1 mile

d. 1 centimeter to 1 meter

e. 1 centimeter to 50 meters

f. 1 centimeter to 1 kilometer

2. Elena finds that the area of a house on a scale drawing is 25 square inches. The
actual area of the house is 2,025 square feet. What is the scale of the drawing?

3. Which of these scales are equivalent to 3 cm to 4 km? Select all that apply. Recall that
1 inch is 2.54 centimeters.

A. 0.75 cm to 1 km

B. 1 cm to 12 km

C. 6 mm to 2 km

D. 0.3 mm to 40 m

E. 1 inch to 7.62 km

Unit 1 Lesson 12 Practice Problems 83

 4. These two triangles are scaled copies of one another. The area of the smaller triangle
is 9 square units. What is the area of the larger triangle? Explain or show how you
know.

5. Water costs $1.25 per bottle. At this rate, what is the cost of:

a. 10 bottles?

b. 20 bottles?

c. 50 bottles?

6. The first row of the table shows the amount of dish detergent and water needed to
make a soap solution.

a. Complete the table for 2, 3, and 4 batches.

b. How much water and detergent is needed for 8 batches? Explain your
reasoning.

number of batches cups of water cups of detergent

1 6 1

84
 Lesson 13: Draw It to Scale
Let’s draw a floor plan.

13.1: Which Measurements Matter?

Which measurements would you need in order to draw a scale floor plan of your
classroom? List which parts of the classroom you would measure and include in the
drawing. Be as specific as possible.

13.2: Creating a Floor Plan (Part 1)

1. On a blank sheet of paper, make a rough sketch of a floor plan of the classroom.
Include parts of the room that the class has decided to include or that you would like
to include. Accuracy is not important for this rough sketch, but be careful not to omit
important features like a door.

2. Trade sketches with a partner and check each other’s work. Specifically, check if any
parts are missing or incorrectly placed. Return their work and revise your sketch as
needed.

3. Discuss with your group a plan for measuring. Work to reach an agreement on:

◦ Which classroom features must be measured and which are optional.

◦ The units to be used.
◦ How to record and organize the measurements (on the sketch, in a list, in a
table, etc.).
◦ How to share the measuring and recording work (or the role each group
member will play).

4. Gather your tools, take your measurements, and record them as planned. Be sure to
double-check your measurements.

5. Make your own copy of all the measurements that your group has gathered, if you
haven’t already done so. You will need them for the next activity.

Unit 1 Lesson 13 85
 13.3: Creating a Floor Plan (Part 2)
Your teacher will give you several paper options for your scale floor plan.

1. Determine an appropriate scale for your drawing based on your measurements and
your paper choice. Your floor plan should fit on the paper and not end up too small.

2. Use the scale and the measurements your group has taken to draw a scale floor plan
of the classroom. Make sure to:

◦ Show the scale of your drawing.

◦ Label the key parts of your drawing (the walls, main openings, etc.) with their
actual measurements.
◦ Show your thinking and organize it so it can be followed by others.
Are you ready for more?
1. If the flooring material in your classroom is to be replaced with 10-inch by 10-inch
tiles, how many tiles would it take to cover the entire room? Use your scale drawing
to approximate the number of tiles needed.

2. How would using 20-inch by 20-inch tiles (instead of 10-inch by 10-inch tiles) change
the number of tiles needed? Explain your reasoning.

13.4: Creating a Floor Plan (Part 3)

1. Trade floor plans with another student who used the same paper size as you. Discuss
your observations and thinking.

2. Trade floor plans with another student who used a different paper size than you.
Discuss your observations and thinking.

3. Based on your discussions, record ideas for how your floor plan could be improved.

86
 Learning Targets
Lesson 1: What are Scaled Copies?
• I can describe some characteristics of a scaled copy.
• I can tell whether or not a figure is a scaled copy of another figure.
Lesson 2: Corresponding Parts and Scale Factors
• I can describe what the scale factor has to do with a figure and its scaled copy.
• In a pair of figures, I can identify corresponding points, corresponding segments, and
corresponding angles.

Lesson 3: Making Scaled Copies

• I can draw a scaled copy of a figure using a given scale factor.
• I know what operation to use on the side lengths of a figure to produce a scaled copy.
Lesson 4: Scaled Relationships
• I can use corresponding distances and corresponding angles to tell whether one
figure is a scaled copy of another.

• When I see a figure and its scaled copy, I can explain what is true about
corresponding angles.

• When I see a figure and its scaled copy, I can explain what is true about
corresponding distances.

Lesson 5: The Size of the Scale Factor

• I can describe the effect on a scaled copy when I use a scale factor that is greater
than 1, less than 1, or equal to 1.

• I can explain how the scale factor that takes Figure A to its copy Figure B is related to
the scale factor that takes Figure B to Figure A.

Lesson 6: Scaling and Area

• I can describe how the area of a scaled copy is related to the area of the original
figure and the scale factor that was used.

Unit 1 Learning Targets 87

 Lesson 7: Scale Drawings
• I can explain what a scale drawing is, and I can explain what its scale means.
• I can use actual distances and a scale to find scaled distances.
• I can use a scale drawing and its scale to find actual distances.
Lesson 8: Scale Drawings and Maps
• I can use a map and its scale to solve problems about traveling.
Lesson 9: Creating Scale Drawings
• I can determine the scale of a scale drawing when I know lengths on the drawing and
corresponding actual lengths.

• I know how different scales affect the lengths in the scale drawing.
• When I know the actual measurements, I can create a scale drawing at a given scale.
Lesson 10: Changing Scales in Scale Drawings
• Given a scale drawing, I can create another scale drawing that shows the same thing
at a different scale.

• I can use a scale drawing to find actual areas.

Lesson 11: Scales without Units
• I can explain the meaning of scales expressed without units.
• I can use scales without units to find scaled distances or actual distances.
Lesson 12: Units in Scale Drawings
• I can tell whether two scales are equivalent.
• I can write scales with units as scales without units.
Lesson 13: Draw It to Scale
• I can create a scale drawing of my classroom.
• When given requirements on drawing size, I can choose an appropriate scale to
represent an actual object.

88
GRADE 7

2
Unit

STUDENT WORKBOOK
Book 1
 Lesson 1: One of These Things Is Not Like the
Others
Let’s remember what equivalent ratios are.

1.1: Remembering Double Number Lines

1. Complete the double number line diagram with the missing numbers.

2. What could each of the number lines represent? Invent a situation and label the
diagram.

3. Make sure your labels include appropriate units of measure.

90
 1.2: Mystery Mixtures
Your teacher will show you three mixtures. Two taste the same, and one is different.

1. Which mixture tastes different? Describe how it is different.

2. Here are the recipes that were used to make the three mixtures:

◦ 1 cup of water with teaspoons of powdered drink mix

◦ 2 cups of water with teaspoon of powdered drink mix

◦ 1 cup of water with teaspoon of powdered drink mix

Which of these recipes is for the stronger tasting mixture? Explain how you know.

Are you ready for more?

Salt and sugar give two distinctly different tastes, one salty and the other sweet. In a
mixture of salt and sugar, it is possible for the mixture to be salty, sweet or both. Will any
of these mixtures taste exactly the same?

• Mixture A: 2 cups water, 4 teaspoons salt, 0.25 cup sugar

• Mixture B: 1.5 cups water, 3 teaspoons salt, 0.2 cup sugar
• Mixture C: 1 cup water, 2 teaspoons salt, 0.125 cup sugar

Unit 2 Lesson 1 91
 1.3: Crescent Moons
Here are four different crescent moon shapes.

1. What do Moons A, B, and C all have in common that Moon D doesn’t?

2. Use numbers to describe how Moons A, B, and C are different from Moon D.

3. Use a table or a double number line to show how Moons A, B, and C are different
from Moon D.

92
 Lesson 1 Summary
When two different situations can be described by equivalent ratios, that means they are
alike in some important way.

An example is a recipe. If two people make

something to eat or drink, the taste will only be the water drink mix
same as long as the ratios of the ingredients are (cups) (scoops)
equivalent. For example, all of the mixtures of water
and drink mix in this table taste the same, because 3 1
the ratios of cups of water to scoops of drink mix are
all equivalent ratios. 12 4

1.5 0.5

If a mixture were not equivalent to these, for example, if the ratio of cups of water to
scoops of drink mix were , then the mixture would taste different.

Notice that the ratios of pairs of corresponding side lengths are equivalent in figures A, B,
and C. For example, the ratios of the length of the top side to the length of the left side for
figures A, B, and C are equivalent ratios. Figures A, B, and C are scaled copies of each other;
this is the important way in which they are alike.

If a figure has corresponding sides that are not in a ratio equivalent to these, like figure D,
then it’s not a scaled copy. In this unit, you will study relationships like these that can be
described by a set of equivalent ratios.

Glossary
• equivalent ratios

Unit 2 Lesson 1 93
 Lesson 1 Practice Problems
1. Which one of these shapes is not like the others? Explain what makes it different by
representing each width and height pair with a ratio.

2. In one version of a trail mix, there are 3 cups of peanuts mixed with 2 cups of raisins.
In another version of trail mix, there are 4.5 cups of peanuts mixed with 3 cups of
raisins. Are the ratios equivalent for the two mixes? Explain your reasoning.

94
 3. For each object, choose an appropriate scale for a drawing that fits on a regular sheet
of paper. Not all of the scales on the list will be used.

Objects Scales

a. A person ◦ 1 in : 1 ft
b. A football field (120 yards by 53 yards) ◦ 1 cm : 1 m
c. The state of Washington (about 240 miles by 360 ◦ 1: 1000
miles)
◦ 1 ft: 1 mile
d. The floor plan of a house
◦ 1: 100,000
e. A rectangular farm (6 miles by 2 mile)
◦ 1 mm: 1 km
◦ 1: 10,000,000
(From Unit 1, Lesson 12.)

4. Which scale is equivalent to 1 cm to 1 km?

A. 1 to 1000

B. 10,000 to 1

C. 1 to 100,000

D. 100,000 to 1

E. 1 to 1,000,000

(From Unit 1, Lesson 11.)

5. a. Find 3 different ratios that are equivalent to .

b. Explain why these ratios are equivalent.

Unit 2 Lesson 1 Practice Problems 95

 Lesson 2: Introducing Proportional
Relationships with Tables
Let’s solve problems involving proportional relationships using tables.

2.1: Notice and Wonder: Paper Towels by the Case

Here is a table that shows how many rolls of paper towels a store receives when they
order different numbers of cases.

What do you notice about the table? What do you wonder?

2.2: Feeding a Crowd

1. A recipe says that 2 cups of dry rice will serve 6 people. Complete the table as you
answer the questions. Be prepared to explain your reasoning.

a. How many people will

10 cups of rice serve? cups of rice number of people

b. How many cups of rice 2 6

are needed to serve 45
people? 3 9

10

45

96
 2. A recipe says that 6 spring rolls will serve 3 people. Complete the table.

number of spring rolls number of people

6 3

30

40

28

2.3: Making Bread Dough

A bakery uses 8 tablespoons of honey for every 10 cups of flour to make bread dough.
Some days they bake bigger batches and some days they bake smaller batches, but they
always use the same ratio of honey to flour. Complete the table as you answer the
questions. Be prepared to explain your reasoning.

1. How many cups of flour do they use with

20 tablespoons of honey? honey (tbsp) flour (c)

8 10
2. How many cups of flour do they use with
20
13 tablespoons of honey?
13

3. How many tablespoons of honey do they use with 20

20 cups of flour?

4. What is the proportional relationship represented by

this table?

Unit 2 Lesson 2 97
 2.4: Quarters and Dimes
4 quarters are equal in value to 10 dimes.
number of number of
1. How many dimes equal the value of 6 quarters?
quarters dimes

1
2. How many dimes equal the value of 14 quarters?
4 10

6
3. What value belongs next to the 1 in the table? What
does it mean in this context? 14

Are you ready for more?

Pennies made before 1982 are 95% copper and weigh about 3.11 grams each. (Pennies
made after that date are primarily made of zinc). Some people claim that the value of the
copper in one of these pennies is greater than the face value of the penny. Find out how
much copper is worth right now, and decide if this claim is true.

98
 Lesson 2 Summary
If the ratios between two corresponding quantities are always equivalent, the relationship
between the quantities is called a proportional relationship.

This table shows different amounts of milk

and chocolate syrup. The ingredients in each tablespoons of cups of
row, when mixed together, would make a chocolate syrup milk
different total amount of chocolate milk,
but these mixtures would all taste the same. 4 1

Notice that each row in the table shows a 6

ratio of tablespoons of chocolate syrup to
cups of milk that is equivalent to . 8 2

About the relationship between these

quantities, we could say:
12 3

• The relationship between amount of chocolate syrup and amount of milk is

proportional.

• The relationship between the amount of chocolate syrup and the amount of milk is a
proportional relationship.

• The table represents a proportional relationship between the amount of chocolate

syrup and amount of milk.

• The amount of milk is proportional to the amount of chocolate syrup.

We could multiply any value in the chocolate syrup column by to get the value in the
milk column. We might call a unit rate, because cup of milk is needed for 1 tablespoon
of chocolate syrup. We also say that is the constant of proportionality for this
relationship. It tells us how many cups of milk we would need to mix with 1 tablespoon of
chocolate syrup.

Glossary
• constant of proportionality
• proportional relationship

Unit 2 Lesson 2 99
 Lesson 2 Practice Problems
1. When Han makes chocolate milk, he mixes
2 cups of milk with 3 tablespoons of
chocolate syrup. Here is a table that
shows how to make batches of different
sizes. Use the information in the table to
complete the statements. Some terms are
used more than once.

a. The table shows a proportional relationship between ______________ and

______________.

b. The scale factor shown is ______________.

c. The constant of proportionality for this relationship is______________.

d. The units for the constant of proportionality are ______________ per ______________.

Bank of Terms: tablespoons of chocolate syrup, 4, cups of milk, cup of milk,

2. A certain shade of pink is created by adding 3 cups of red paint to 7 cups of white
paint.

a. How many cups of red paint should be added to 1 cup of white paint?

cups of white paint cups of red paint

7 3

b. What is the constant of proportionality?

100
 3. A map of a rectangular park has a length of 4 inches and a width of 6 inches. It uses a
scale of 1 inch for every 30 miles.

a. What is the actual area of the park? Show how you know.

b. The map needs to be reproduced at a different scale so that it has an area of 6

square inches and can fit in a brochure. At what scale should the map be
reproduced so that it fits on the brochure? Show your reasoning.

(From Unit 1, Lesson 12.)

Unit 2 Lesson 2 Practice Problems 101

 4. Noah drew a scaled copy of Polygon P and labeled it Polygon Q.

If the area of Polygon P is 5 square units, what scale factor did Noah apply to Polygon
P to create Polygon Q? Explain or show how you know.

(From Unit 1, Lesson 6.)

5. Select all the ratios that are equivalent to each other.

A.

B.

C.

D.

E.

102
 Lesson 3: More about Constant of
Proportionality
Let’s solve more problems involving proportional relationships using tables.

3.1: Equal Measures

Use the numbers and units from the list to find as many equivalent measurements as you
can. For example, you might write “30 minutes is hour.”

You can use the numbers and units more than once.

1 0.3 centimeter

12 40 24 meter

0.4 0.01 hour

60 6 feet

50 2 minute
30
inch

Unit 2 Lesson 3 103

 3.2: Centimeters and Millimeters
There is a proportional relationship between any length measured in centimeters and the
same length measured in millimeters.

There are two ways of thinking about this proportional relationship.

1. If you know the length of something in centimeters, you can calculate its length in
millimeters.

a. Complete the table.

b. What is the constant of proportionality?

length (cm) length (mm)

12.5

50

88.49

104
 2. If you know the length of something in millimeters, you can calculate its length in
centimeters.

a. Complete the table.

b. What is the constant of proportionality?

length (mm) length (cm)

70

245

699.1

3. How are these two constants of proportionality related to each other?

4. Complete each sentence:

a. To convert from centimeters to millimeters, you can multiply by ________.

b. To convert from millimeters to centimeters, you can divide by ________ or

multiply by ________.

Are you ready for more?

1. How many square millimeters are there in a square centimeter?

2. How do you convert square centimeters to square millimeters? How do you convert
the other way?

Unit 2 Lesson 3 105

 3.3: Pittsburgh to Phoenix
On its way from New York to
San Diego, a plane flew over
Pittsburgh, Saint Louis,
Albuquerque, and Phoenix
traveling at a constant speed.

Complete the table as you

answer the questions. Be
prepared to explain your
reasoning.

segment time distance speed

Pittsburgh to Saint Louis 1 hour 550 miles

Saint Louis to Albuquerque 1 hour 42 minutes

Albuquerque to Phoenix 330 miles

1. What is the distance between Saint Louis and Albuquerque?

2. How many minutes did it take to fly between Albuquerque and Phoenix?

3. What is the proportional relationship represented by this table?

4. Diego says the constant of proportionality is 550. Andre says the constant of
proportionality is . Do you agree with either of them? Explain your reasoning.

106
 Lesson 3 Summary
When something is traveling at a constant speed, there is a proportional relationship
between the time it takes and the distance traveled. The table shows the distance traveled
and elapsed time for a bug crawling on a sidewalk.

We can multiply any number in the first column by to get the corresponding number in
the second column. We can say that the elapsed time is proportional to the distance
traveled, and the constant of proportionality is . This means that the bug’s pace is
seconds per centimeter.

This table represents the same situation, except the columns are switched.

We can multiply any number in the first column by to get the corresponding number in
the second column. We can say that the distance traveled is proportional to the elapsed
time, and the constant of proportionality is . This means that the bug’s speed is
centimeters per second.

Notice that is the reciprocal of . When two quantities are in a proportional relationship,
there are two constants of proportionality, and they are always reciprocals of each other.
When we represent a proportional relationship with a table, we say the quantity in the
second column is proportional to the quantity in the first column, and the corresponding
constant of proportionality is the number we multiply values in the first column to get the
values in the second.

Unit 2 Lesson 3 107

 Lesson 3 Practice Problems
1. Noah is running a portion of a marathon at a constant speed of 6 miles per hour.

Complete the table to predict how long it

would take him to run different distances time miles traveled at
at that speed, and how far he would run in in hours 6 miles per hour
different time intervals.
1

2. One kilometer is 1000 meters.

a. Complete the tables. What is the interpretation of the constant of

proportionality in each case?

meters kilometers kilometers meters

1,000 1 1 1,000

250 5

12 20

1 0.3

The constant of proportionality tells us The constant of proportionality tells us

that: that:

b. What is the relationship between the two constants of proportionality?

108
 3. Jada and Lin are comparing inches and feet. Jada says that the constant of
proportionality is 12. Lin says it is . Do you agree with either of them? Explain your
reasoning.

4. The area of the Mojave desert is 25,000 square miles. A scale drawing of the Mojave
desert has an area of 10 square inches. What is the scale of the map?

(From Unit 1, Lesson 12.)

5. Which of these scales is equivalent to the scale 1 cm to 5 km? Select all that apply.

A. 3 cm to 15 km

B. 1 mm to 150 km

C. 5 cm to 1 km

D. 5 mm to 2.5 km

E. 1 mm to 500 m

(From Unit 1, Lesson 11.)

6. Which one of these pictures is not like the others? Explain what makes it different
using ratios.

(From Unit 2, Lesson 1.)

Unit 2 Lesson 3 Practice Problems 109

 Lesson 4: Proportional Relationships and
Equations
Let’s write equations describing proportional relationships.

4.1: Number Talk: Division

Find each quotient mentally.

4.2: Feeding a Crowd, Revisited

1. A recipe says that 2 cups of dry rice will serve 6 people. Complete the table as you
answer the questions. Be prepared to explain your reasoning.

a. How many people will

1 cup of rice serve? cups of dry rice number of people

b. How many people will 1

3 cups of rice serve?
12 cups? 43 cups? 2 6

c. How many people will 3

cups of rice serve?
12

43

110
 2. A recipe says that 6 spring rolls will serve 3 people. Complete the table as you answer
the questions. Be prepared to explain your reasoning.

a. How many people will 1 spring roll serve?

b. How many people will 10 spring rolls serve? 16 spring rolls? 25 spring rolls?

c. How many people will spring rolls serve?

number of spring rolls number of people

6 3

10

16

25

3. How was completing this table different from the previous table? How was it the
same?

Unit 2 Lesson 4 111

 4.3: Denver to Chicago
A plane flew at a constant speed between Denver and Chicago. It took the plane 1.5 hours
to fly 915 miles.

1. Complete the table.

time (hours) distance (miles) speed (miles per hour)

1.5 915

2.5

2. How far does the plane fly in one hour?

3. How far would the plane fly in hours at this speed?

4. If represents the distance that the plane flies at this speed for hours, write an
equation that relates and .

5. How far would the plane fly in 3 hours at this speed? in 3.5 hours? Explain or show
your reasoning.

112
 Are you ready for more?
A rocky planet orbits Proxima Centauri, a star that is about 1.3 parsecs from Earth. This
planet is the closest planet outside of our solar system.

1. How long does it take light from Proxima Centauri to reach Earth? (A parsec is about
3.26 light years. A light year is the distance light travels in one year.)

2. There are two twins. One twin leaves on a spaceship to explore the planet
near Proxima Centauri traveling at 90% of the speed of light, while the other twin
stays home on Earth. How much does the twin on Earth age while the other twin
travels to Proxima Centauri? (Do you think the answer would be the same for the
other twin? Consider researching “The Twin Paradox” to learn more.)

4.4: Revisiting Bread Dough

A bakery uses 8 tablespoons of honey for every 10 cups of flour to make bread dough.
Some days they bake bigger batches and some days they bake smaller batches, but they
always use the same ratio of honey to flour.

1. Complete the table.

honey (tbsp) flour (c)
2. If is the cups of flour needed for tablespoons of
honey, write an equation that relates and . 1

3. How much flour is needed for 15 tablespoons of 8 10

honey? 17 tablespoons? Explain or show your
reasoning. 16

20

Unit 2 Lesson 4 113

 Lesson 4 Summary
The table shows the amount of red paint and
blue paint needed to make a certain shade of red paint blue paint
purple paint, called Venusian Sunset. (parts) (parts)

Note that “parts” can be any unit for volume. 3 12

If we mix 3 cups of red with 12 cups of blue,
you will get the same shade as if we mix 1 4
3 teaspoons of red with 12 teaspoons of
blue. 7 28

The last row in the table says that if we know the amount of red paint needed, , we can
always multiply it by 4 to find the amount of blue paint needed, , to mix with it to make
Venusian Sunset. We can say this more succinctly with the equation . So the amount
of blue paint is proportional to the amount of red paint and the constant of proportionality
is 4.

We can also look at this relationship the

other way around. blue paint red paint
(parts) (parts)
If we know the amount of blue paint needed,
, we can always multiply it by to find the 12 3
amount of red paint needed, , to mix with it
to make Venusian Sunset. So . The 4 1

amount of red paint is proportional to the

28 7
amount of blue paint and the constant of
proportionality . 1

In general, when is proportional to , we can always multiply by the same number

—the constant of proportionality—to get . We can write this much more succinctly with
the equation .

Glossary
• constant of proportionality

114
 Lesson 4 Practice Problems
1. A certain ceiling is made up of tiles. Every square meter of ceiling requires 10.75 tiles.
Fill in the table with the missing values.

square meters of ceiling number of tiles

10

100

2. On a flight from New York to London, an airplane travels at a constant speed. An

equation relating the distance traveled in miles, , to the number of hours flying, , is
. How long will it take the airplane to travel 800 miles?

3. Each table represents a proportional relationship. For each, find the constant of
proportionality, and write an equation that represents the relationship.

2 8 2 6.28

3 12 3 9.42

5 20 5 15.7

10 40 10 31.4

Constant of proportionality: Constant of proportionality:

Equation: Equation:

Unit 2 Lesson 4 Practice Problems 115

 4. A map of Colorado says that the scale is 1 inch to 20 miles or 1 to 1,267,200. Are
these two ways of reporting the scale the same? Explain your reasoning.

(From Unit 1, Lesson 11.)

5. Here is a polygon on a grid.

a. Draw a scaled copy of the polygon using a scale factor 3. Label the copy A.

b. Draw a scaled copy of the polygon with a scale factor . Label it B.

c. Is Polygon A a scaled copy of Polygon B? If so, what is the scale factor that takes
B to A?

(From Unit 1, Lesson 3.)

116
 Lesson 5: Two Equations for Each Relationship
Let’s investigate the equations that represent proportional relationships.

5.1: Missing Figures

Here are the second and fourth figures in a pattern.

1. What do you think the first and third figures in the pattern look like?

2. Describe the 10th figure in the pattern.

Unit 2 Lesson 5 117

 5.2: Meters and Centimeters
There are 100 centimeters (cm) in every meter (m).

length (m) length (cm) length (cm) length (m)

1 100 100 1

0.94 250

1.67 78.2

57.24 123.9

1. Complete each of the tables.

2. For each table, find the constant of proportionality.

3. What is the relationship between these constants of proportionality?

4. For each table, write an equation for the proportional relationship. Let represent a
length measured in meters and represent the same length measured in
centimeters.

Are you ready for more?

1. How many cubic centimeters are there in a cubic meter?

2. How do you convert cubic centimeters to cubic meters?

3. How do you convert the other way?

118
 5.3: Filling a Water Cooler
It took Priya 5 minutes to fill a cooler with 8 gallons of water from a faucet that was flowing
at a steady rate. Let be the number of gallons of water in the cooler after minutes.

1. Which of the following equations represent the relationship between and ?

Select all that apply.

a.

b.

c.

d.

2. What does 1.6 tell you about the situation?

3. What does 0.625 tell you about the situation?

4. Priya changed the rate at which water flowed through the faucet. Write an equation
that represents the relationship of and when it takes 3 minutes to fill the cooler
with 1 gallon of water.

5. Was the cooler filling faster before or after Priya changed the rate of water flow?
Explain how you know.

Unit 2 Lesson 5 119

 5.4: Feeding Shrimp
At an aquarium, a shrimp is fed gram of food each feeding and is fed 3 times each day.

1. How much food does a shrimp get fed in one day?

2. Complete the table to show how many grams of food the shrimp is fed over different
numbers of days.

number of days food in grams

30

3. What is the constant of proportionality? What does it tell us about the situation?

4. If we switched the columns in the table, what would be the constant of

proportionality? Explain your reasoning.

5. Use for number of days and for amount of food in grams that a shrimp eats to
write two equations that represent the relationship between and .

6. If a tank has 10 shrimp in it, how much food is added to the tank each day?

7. If the aquarium manager has 300 grams of shrimp food for this tank of 10 shrimp,
how many days will it last? Explain or show your reasoning.

120
 Lesson 5 Summary
If Kiran rode his bike at a constant 10 miles per hour, his distance in miles, , is
proportional to the number of hours, , that he rode. We can write the equation

With this equation, it is easy to find the distance Kiran rode when we know how long it
took because we can just multiply the time by 10.

We can rewrite the equation:

This version of the equation tells us that the amount of time he rode is proportional to the
distance he traveled, and the constant of proportionality is . That form is easier to use
when we know his distance and want to find how long it took because we can just multiply
the distance by .

When two quantities and are in a proportional relationship, we can write the equation

and say, “ is proportional to .” In this case, the number is the corresponding constant
of proportionality. We can also write the equation

and say, “ is proportional to .” In this case, the number is the corresponding constant
of proportionality. Each one can be useful depending on the information we have and the
quantity we are trying to figure out.

Glossary
• proportional relationship

Unit 2 Lesson 5 121

 Lesson 5 Practice Problems
1. The table represents the relationship between a length measured in meters and the
same length measured in kilometers.

a. Complete the table.

meters kilometers
b. Write an equation for converting the
number of meters to kilometers. Use 1,000 1
for number of meters and for
number of kilometers. 3,500

500

75

2. Concrete building blocks weigh 28 pounds each. Using for the number of concrete
blocks and for the weight, write two equations that relate the two variables. One
equation should begin with and the other should begin with .

3. A store sells rope by the meter. The equation represents the price (in
dollars) of a piece of nylon rope that is meters long.

a. How much does the nylon rope cost per meter?

b. How long is a piece of nylon rope that costs $1.00?

122
 4. The table represents a proportional relationship. Find the constant of
proportionality and write an equation to represent the relationship.

3 1

10

12 4

Constant of proportionality: __________

Equation:

(From Unit 2, Lesson 4.)

5. On a map of Chicago, 1 cm represents 100 m. Select all statements that express the
same scale.

A. 5 cm on the map represents 50 m in Chicago.

B. 1 mm on the map represents 10 m in Chicago.

C. 1 km in Chicago is represented by 10 cm the map.

D. 100 cm in Chicago is represented by 1 m on the map.

(From Unit 1, Lesson 8.)

Unit 2 Lesson 5 Practice Problems 123

 Lesson 6: Using Equations to Solve Problems
Let’s use equations to solve problems involving proportional relationships.

6.1: Number Talk: Quotients with Decimal Points

Without calculating, order the quotients of these expressions from least to greatest.

Place the decimal point in the appropriate location in the quotient:

Use this answer to find the quotient of one of the previous expressions.

124
 6.2: Concert Ticket Sales
A performer expects to sell 5,000 tickets for an upcoming concert. They want to make a
total of $311,000 in sales from these tickets.

1. Assuming that all tickets have the same price, what is the price for one ticket?

2. How much will they make if they sell 7,000 tickets?

3. How much will they make if they sell 10,000 tickets? 50,000? 120,000? a million?
tickets?

4. If they make $404,300, how many tickets have they sold?

5. How many tickets will they have to sell to make $5,000,000?

Unit 2 Lesson 6 125

 6.3: Recycling
Aluminum cans can be recycled instead of being thrown in the garbage. The weight of 10
aluminum cans is 0.16 kilograms. The aluminum in 10 cans that are recycled has a value of
$0.14.

1. If a family threw away 2.4 kg of aluminum in a month, how many cans did they throw
away? Explain or show your reasoning.

2. What would be the recycled value of those same cans? Explain or show your
reasoning.

3. Write an equation to represent the number of cans given their weight .

4. Write an equation to represent the recycled value of cans.

5. Write an equation to represent the recycled value of kilograms of aluminum.

Are you ready for more?

The EPA estimated that in 2013, the average amount of garbage produced in the United
States was 4.4 pounds per person per day. At that rate, how long would it take your family
to produce a ton of garbage? (A ton is 2,000 pounds.)

126
 Lesson 6 Summary
Remember that if there is a proportional relationship between two quantities, their
relationship can be represented by an equation of the form . Sometimes writing an
equation is the easiest way to solve a problem.

For example, we know that Denali, the highest mountain peak in North America, is 20,310
feet above sea level. How many miles is that? There are 5,280 feet in 1 mile. This
relationship can be represented by the equation

where represents a distance measured in feet and represents the same distance
measured in miles. Since we know Denali is 20,310 feet above sea level, we can write

So , which is approximately 3.85 miles.

Unit 2 Lesson 6 127

 Lesson 6 Practice Problems
1. A car is traveling down a highway at a constant speed, described by the equation
, where represents the distance, in miles, that the car travels at this speed
in hours.

a. What does the 65 tell us in this situation?

b. How many miles does the car travel in 1.5 hours?

c. How long does it take the car to travel 26 miles at this speed?

2. Elena has some bottles of water that each holds 17 fluid ounces.

a. Write an equation that relates the number of bottles of water ( ) to the total
volume of water ( ) in fluid ounces.

b. How much water is in 51 bottles?

c. How many bottles does it take to hold 51 fluid ounces of water?

3. There are about 1.61 kilometers in 1 mile. Let represent a distance measured in
kilometers and represent the same distance measured in miles. Write two
equations that relate a distance measured in kilometers and the same distance
measured in miles.

(From Unit 2, Lesson 5.)

128
 4. In Canadian coins, 16 quarters is equal in value to 2 toonies.

number of quarters number of toonies

16 2

20

24

a. Complete the table.

b. What does the value next to 1 mean in this situation?

(From Unit 2, Lesson 2.)

5. Each table represents a proportional relationship. For each table:

a. Fill in the missing parts of the table.

b. Draw a circle around the constant of proportionality.

2 10 12 3 5 3

15 20 10

7 10 18

1 1 1

(From Unit 2, Lesson 2.)

6. Describe some things you could notice in two polygons that would help you decide
that they were not scaled copies.

(From Unit 1, Lesson 4.)

Unit 2 Lesson 6 Practice Problems 129

 Lesson 7: Comparing Relationships with
Tables
Let’s explore how proportional relationships are different from other relationships.

7.1: Adjusting a Recipe

A lemonade recipe calls for the juice of 5 lemons, 2 cups of water, and 2 tablespoons of
honey.

Invent four new versions of this lemonade recipe:

1. One that would make more lemonade but taste the same as the original recipe.

2. One that would make less lemonade but taste the same as the original recipe.

3. One that would have a stronger lemon taste than the original recipe.

4. One that would have a weaker lemon taste than the original recipe.

130
 7.2: Visiting the State Park
Entrance to a state park costs $6 per vehicle, plus $2 per person in the vehicle.

1. How much would it cost for a car with 2 people to enter the park? 4 people?
10 people? Record your answers in the table.

number of total entrance cost

people in vehicle in dollars

10

2. For each row in the table, if each person in the vehicle splits the entrance cost
equally, how much will each person pay?

3. How might you determine the entrance cost for a bus with 50 people?

4. Is the relationship between the number of people and the total entrance cost a
proportional relationship? Explain how you know.

Are you ready for more?

What equation could you use to find the total entrance cost for a vehicle with any number
of people?

Unit 2 Lesson 7 131

 7.3: Running Laps
Han and Clare were running laps around the track. The coach recorded their times at the
end of laps 2, 4, 6, and 8.

Han's run:

distance (laps) time (minutes) minutes per lap

2 4

4 9

6 15

8 23

Clare's run:

distance (laps) time (minutes) minutes per lap

2 5

4 10

6 15

8 20

1. Is Han running at a constant pace? Is Clare? How do you know?

2. Write an equation for the relationship between distance and time for anyone who is
running at a constant pace.

132
 Lesson 7 Summary
Here are the prices for some smoothies at two different smoothie shops:

Smoothie Shop A Smoothie Shop B

dollars dollars
smoothie price smoothie price
per per
size (oz) ($) size (oz) ($)
ounce ounce

8 6 0.75 8 6 0.75

12 9 0.75 12 8 0.67

16 12 0.75 16 10 0.625

0.75 ??? ???

For Smoothie Shop A, smoothies cost $0.75 per ounce no matter which size we buy. There
could be a proportional relationship between smoothie size and the price of the smoothie.
An equation representing this relationship is

where represents size in ounces and represents price in dollars. (The relationship could
still not be proportional, if there were a different size on the menu that did not have the
same price per ounce.)

For Smoothie Shop B, the cost per ounce is different for each size. Here the relationship
between smoothie size and price is definitely not proportional.

In general, two quantities in a proportional relationship will always have the same
quotient. When we see some values for two related quantities in a table and we get the
same quotient when we divide them, that means they might be in a proportional
relationship—but if we can't see all of the possible pairs, we can't be completely sure.
However, if we know the relationship can be represented by an equation is of the form
, then we are sure it is proportional.

Unit 2 Lesson 7 133

 Lesson 7 Practice Problems
1. Decide whether each table could represent a proportional relationship. If the
relationship could be proportional, what would the constant of proportionality be?

a. How loud a sound is depending on how far away you are.

distance to sound
listener (ft) level (dB)

5 85

10 79

20 73

40 67

b. The cost of fountain drinks at Hot Dog Hut.

volume cost
(fluid ounces) ($)

16 $1.49

20 $1.59

30 $1.89

134
 2. A taxi service charges $1.00 for the first mile then $0.10 for each additional
mile after that.

Fill in the table with the missing

information then determine if this distance traveled (mi) price (dollars)
relationship between distance traveled
and price of the trip is a proportional
relationship.
2

10

3. A rabbit and turtle are in a race. Is the relationship between distance traveled and
time proportional for either one? If so, write an equation that represents the
relationship.

Turtle’s run: Rabbit’s run:

distance (meters) time (minutes) distance (meters) time (minutes)

108 2 800 1

405 7.5 900 5

540 10 1,107.5 20

1,768.5 32.75 1,524 32.5

Unit 2 Lesson 7 Practice Problems 135

 4. For each table, answer: What is the constant of proportionality?

a b a b a b a b

2 14 3 360 75 3 4 10

5 35 5 600 200 8 6 15

9 63 8 960 1525 61 22 55

12 1440 10 0.4 3

(From Unit 2, Lesson 2.)

5. Kiran and Mai are standing at one corner of a rectangular field of grass looking at the
diagonally opposite corner. Kiran says that if the the field were twice as long and
twice as wide, then it would be twice the distance to the far corner. Mai says that it
would be more than twice as far, since the diagonal is even longer than the side
lengths. Do you agree with either of them?

(From Unit 1, Lesson 4.)

136
 Lesson 8: Comparing Relationships with
Equations
Let’s develop methods for deciding if a relationship is proportional.

8.1: Notice and Wonder: Patterns with Rectangles

Do you see a pattern? What predictions can you make about future rectangles in the set if
your pattern continues?

Unit 2 Lesson 8 137

 8.2: More Conversions
The other day you worked with converting meters, centimeters, and millimeters. Here are
some more unit conversions.

1. Use the equation , where represents degrees Fahrenheit and

represents degrees Celsius, to complete the table.

temperature temperature

20

175

2. Use the equation , where represents the length in centimeters and

represents the length in inches, to complete the table.

length (in) length (cm)

10

3. Are these proportional relationships? Explain why or why not.

138
 8.3: Total Edge Length, Surface Area, and Volume
Here are some cubes with different side lengths. Complete each table. Be prepared to
explain your reasoning.

1. How long is the total edge length of each cube?

side total
length edge length

2. What is the surface area of each cube?

side surface
length area

Unit 2 Lesson 8 139

 3. What is the volume of each cube?

side
volume
length

4. Which of these relationships is proportional? Explain how you know.

5. Write equations for the total edge length , total surface area , and volume of a
cube with side length .

Are you ready for more?

1. A rectangular solid has a square base with side length , height 8, and volume . Is
the relationship between and a proportional relationship?

2. A different rectangular solid has length , width 10, height 5, and volume . Is the
relationship between and a proportional relationship?

3. Why is the relationship between the side length and the volume proportional in one
situation and not the other?

140
 8.4: All Kinds of Equations
Here are six different equations.

1. Predict which of these equations represent a proportional relationship.

2. Complete each table using the equation that represents the relationship.

3. Do these results change your answer to the first question? Explain your reasoning.

4. What do the equations of the proportional relationships have in common?

Unit 2 Lesson 8 141

 Lesson 8 Summary
If two quantities are in a proportional relationship, then their quotient is always the same.
This table represents different values of and , two quantities that are in a proportional
relationship.

20 100 5

3 15 5

11 55 5

1 5 5

Notice that the quotient of and is always 5. To write this as an equation, we could say
. If this is true, then . (This doesn’t work if , but it works otherwise.)

If quantity is proportional to quantity , we will always see this pattern: will always
have the same value. This value is the constant of proportionality, which we often refer to
as . We can represent this relationship with the equation (as long as is not 0) or
.

Note that if an equation cannot be written in this form, then it does not represent a
proportional relationship.

142
 Lesson 8 Practice Problems
1. The relationship between a distance in yards ( ) and the same distance in miles ( ) is
described by the equation .

a. Find measurements in yards and miles for distances by completing the table.

distance measured in miles distance measured in yards

3,520

17,600

b. Is there a proportional relationship between a measurement in yards and a

measurement in miles for the same distance? Explain why or why not.

2. Decide whether or not each equation represents a proportional relationship.

a. The remaining length ( ) of 120-inch rope after inches have been cut
off:

b. The total cost ( ) after 8% sales tax is added to an item's price ( ):

c. The number of marbles each sister gets ( ) when marbles are shared equally
among four sisters:

d. The volume ( ) of a rectangular prism whose height is 12 cm and base is a

square with side lengths cm:

Unit 2 Lesson 8 Practice Problems 143

 3. a. Use the equation to complete the table.
Is proportional to ? Explain why or why not.

b. Use the equation to complete the table.

Is proportional to ? Explain why or why not.

4. To transmit information on the internet, large files are broken into packets of smaller
sizes. Each packet has 1,500 bytes of information. An equation relating packets to
bytes of information is given by where represents the number of
packets and represents the number of bytes of information.

a. How many packets would be needed to transmit 30,000 bytes of information?

b. How much information could be transmitted in 30,000 packets?

c. Each byte contains 8 bits of information. Write an equation to represent the

relationship between the number of packets and the number of bits.

(From Unit 2, Lesson 6.)

144
 Lesson 9: Solving Problems about Proportional
Relationships
Let’s solve problems about proportional relationships.

9.1: What Do You Want to Know?

Consider the problem: A person is running a distance race at a constant rate. What time
will they finish the race?

What information would you need to be able to solve the problem?

Unit 2 Lesson 9 145

 9.2: Info Gap: Biking and Rain
Your teacher will give you either a problem card or a data card. Do not show or read your
card to your partner.

If your teacher gives you the problem card: If your teacher gives you the data card:

1. Silently read your card and think about 1. Silently read your card.
what information you need to be able
to answer the question. 2. Ask your partner “What specific
information do you need?” and wait for
2. Ask your partner for the specific them to ask for information.
information that you need.
If your partner asks for information that
3. Explain how you are using the is not on the card, do not do the
information to solve the problem. calculations for them. Tell them you
don’t have that information.
Continue to ask questions until you
have enough information to solve the 3. Before sharing the information, ask
problem. “Why do you need that information?”
Listen to your partner’s reasoning and
4. Share the problem card and solve the ask clarifying questions.
problem independently.
4. Read the problem card and solve the
5. Read the data card and discuss your problem independently.
reasoning.
5. Share the data card and discuss your
reasoning.

Pause here so your teacher can review your work. Ask your teacher for a new set of cards
and repeat the activity, trading roles with your partner.

146
 9.3: Moderating Comments
A company is hiring people to read through all the comments posted on their website to
make sure they are appropriate. Four people applied for the job and were given one day to
show how quickly they could check comments.

• Person 1 worked for 210 minutes and checked a total of 50,000 comments.
• Person 2 worked for 200 minutes and checked 1,325 comments every 5 minutes.
• Person 3 worked for 120 minutes, at a rate represented by ,
where is the number of comments checked and is the time in minutes.

• Person 4 worked for 150 minutes, at a rate represented by .

1. Order the people from greatest to least in terms of total number of comments
checked.

2. Order the people from greatest to least in terms of how fast they checked the
comments.

Are you ready for more?

1. Write equations for each job applicant that allow you to easily decide who is working
the fastest.

2. Make a table that allows you to easily compare how many comments the four job
applicants can check.

Unit 2 Lesson 9 147

 Lesson 9 Summary
Whenever we have a situation involving constant rates, we are likely to have a proportional
relationship between quantities of interest.

• When a bird is flying at a constant speed, then there is a proportional relationship

between the flying time and distance flown.

• If water is filling a tub at a constant rate, then there is a proportional relationship

between the amount of water in the tub and the time the tub has been filling up.

• If an aardvark is eating termites at a constant rate, then there is proportional

relationship between the number of termites the aardvark has eaten and the time
since it started eating.

Sometimes we are presented with a situation, and it is not so clear whether a proportional
relationship is a good model. How can we decide if a proportional relationship is a good
representation of a particular situation?

• If you aren’t sure where to start, look at the quotients of corresponding values. If they
are not always the same, then the relationship is definitely not a proportional
relationship.

• If you can see that there is a single value that we always multiply one quantity by to
get the other quantity, it is definitely a proportional relationship.

After establishing that it is a proportional relationship, setting up an equation is often the

most efficient way to solve problems related to the situation.

148
 Lesson 9 Practice Problems
1. For each situation, explain whether you think the relationship is proportional or not.
Explain your reasoning.

a. The weight of a stack of standard 8.5x11 copier

paper vs. number of sheets of paper.

b. The weight of a stack of different-sized books vs.

the number of books in the stack.

2. Every package of a certain toy also includes 2 batteries.

a. Are the number of toys and number of batteries in a proportional relationship?

If so, what are the two constants of proportionality? If not, explain your
reasoning.

b. Use for the number of toys and for the number of batteries to write two
equations relating the two variables.

Unit 2 Lesson 9 Practice Problems 149

 3. Lin and her brother were born on the same date in different years. Lin was 5 years
old when her brother was 2.

a. Find their ages in different years by filling in the table.

Lin's age Her brother's age

5 2

15

25

b. Is there a proportional relationship between Lin’s age and her brother’s age?
Explain your reasoning.

4. A student argues that does not represent a proportional relationship between

and because we need to multiply one variable by the same constant to get the
other one and not divide it by a constant. Do you agree or disagree with this student?

(From Unit 2, Lesson 8.)

5. Quadrilateral A has side lengths 3, 4, 5, and 6. Quadrilateral B is a scaled copy of

Quadrilateral A with a scale factor of 2. Select all of the following that are side lengths
of Quadrilateral B.

A. 5

B. 6

C. 7

D. 8

E. 9

(From Unit 1, Lesson 3.)

150
 Lesson 10: Introducing Graphs of Proportional
Relationships
Let’s see how graphs of proportional relationships differ from graphs of other
relationships.

10.1: Notice These Points

1. Plot the points .

2. What do you notice about the graph?

Unit 2 Lesson 10 151

 10.2: T-shirts for Sale
Some T-shirts cost $8 each.

1 8

2 16

3 24

4 32

5 40

6 48

1. Use the table to answer these questions.

a. What does represent?

b. What does represent?

c. Is there a proportional relationship between and ?

2. Plot the pairs in the table on the coordinate plane.

3. What do you notice about the graph?

152
 10.3: Matching Tables and Graphs
Your teacher will give you papers showing tables and graphs.

1. Examine the graphs closely. What is the same and what is different about the graphs?

2. Sort the graphs into categories of your choosing. Label each category. Be prepared to
explain why you sorted the graphs the way you did.

3. Take turns with a partner to match a table with a graph.

a. For each match you find, explain to your partner how you know it is a match.

b. For each match your partner finds, listen carefully to their explanation. If you
disagree, work to reach an agreement.

Pause here so your teacher can review your work.

4. Trade places with another group. How are their categories the same as your group's
categories? How are they different?

5. Return to your original place. Discuss any changes you may wish to make to your
categories based on what the other group did.

6. Which of the relationships are proportional?

7. What have you noticed about the graphs of proportional relationships? Do you think
this will hold true for all graphs of proportional relationships?

Unit 2 Lesson 10 153

 Are you ready for more?
1. All the graphs in this activity show points where both coordinates are positive. Would
it make sense for any of them to have one or more coordinates that are negative?

2. The equation of a proportional relationship is of the form , where is a

positive number, and the graph is a line through . What would the graph look
like if were a negative number?

Lesson 10 Summary
One way to represent a proportional relationship is with a graph. Here is a graph that
represents different amounts that fit the situation, “Blueberries cost $6 per pound.”

Different points on the graph tell us, for

example, that 2 pounds of blueberries cost
$12, and 4.5 pounds of blueberries cost $27.

Sometimes it makes sense to connect the

points with a line, and sometimes it doesn’t.
We could buy, for example, 4.5 pounds of
blueberries or 1.875 pounds of blueberries,
so all the points in between the whole
numbers make sense in the situation, so any
point on the line is meaningful.

If the graph represented the cost for different numbers of sandwiches (instead of pounds of
blueberries), it might not make sense to connect the points with a line, because it is often
not possible to buy 4.5 sandwiches or 1.875 sandwiches. Even if only points make sense in
the situation, though, sometimes we connect them with a line anyway to make the
relationship easier to see.

Graphs that represent proportional relationships all have a few things in common:

154
 • Points that satisfy the relationship lie on a straight line.
• The line that they lie on passes through the origin, .

Here are some graphs that do not represent proportional relationships:

These points do not lie on a line. This is a line, but it doesn’t go through the
origin.

Glossary
• coordinate plane
• origin

Unit 2 Lesson 10 155

 Lesson 10 Practice Problems
1. Which graphs could represent a proportional relationship?

A. A

B. B

C. C

D. D

2. A lemonade recipe calls for cup of lemon juice for every cup of water.

a. Use the table to answer these questions.

i. What does represent?

ii. What does represent?

1

iii. Is there a proportional relationship between and ?

2
b. Plot the pairs in the table in a coordinate plane.
3

4 1

156
 3. Select all the pieces of information that would tell you and have a proportional
relationship. Let represent the distance in meters between a rock and a turtle's
current position and represent the time in minutes the turtle has been moving.

A.

B. After 4 minutes, the turtle has walked 12 feet away from the rock.

C. The turtle walks for a bit, then stops for a minute before walking again.

D. The turtle walks away from the rock at a constant rate.

(From Unit 2, Lesson 9.)

4. Decide whether each table could represent a proportional relationship. If the

relationship could be proportional, what would be the constant of proportionality?

a. The sizes you can print a photo.

width of photo (inches) height of photo (inches)

2 3

4 6

5 7

8 10

b. The distance from which a lighthouse is visible.

height of a lighthouse (feet) distance it can be seen (miles)

20 6

45 9

70 11

95 13

(From Unit 2, Lesson 7.)

Unit 2 Lesson 10 Practice Problems 157

 Lesson 11: Interpreting Graphs of Proportional
Relationships
Let’s read stories from the graphs of proportional relationships.

11.1: What Could the Graph Represent?

Here is a graph that represents a proportional relationship.

1. Invent a situation that could be represented by this graph.

2. Label the axes with the quantities in your situation.

3. Give the graph a title.

4. There is a point on the graph. What are its coordinates? What does it represent in
your situation?

158
 11.2: Tyler's Walk
Tyler was at the amusement park. He walked at a steady pace from the ticket booth to the
bumper cars.

1. The point on the graph shows

his arrival at the bumper cars.
What do the coordinates of the
point tell us about the situation?

2. The table representing Tyler's

walk shows other values of time
and distance. Complete the
table. Next, plot the pairs of
values on the grid.

3. What does the point mean

in this situation?
time distance
(seconds) (meters)

0 0

4. How far away from the ticket 20 25

booth was Tyler after 1 second?
Label the point on the graph 30 37.5
that shows this information with
its coordinates. 40 50

5. What is the constant of 1

proportionality for the
relationship between time and
distance? What does it tell you
about Tyler's walk? Where do
you see it in the graph?

Unit 2 Lesson 11 159

 Are you ready for more?
If Tyler wanted to get to the bumper cars in half the time, how would the graph
representing his walk change? How would the table change? What about the constant of
proportionality?

11.3: Seagulls Eat What?

4 seagulls ate 10 pounds of garbage. Assume this information describes a proportional
relationship.

1. Plot a point that shows the number of seagulls and the amount of garbage they ate.

2. Use a straight edge to draw a line through this point and .

3. Plot the point on the line. What is the value of ? What does the value of tell
you about this context?

160
 Lesson 11 Summary
For the relationship represented in this table, is
proportional to . We can see in the table that is the
constant of proportionality because it’s the value when
is 1. 4 5

The equation also represents this relationship. 5

8 10

Here is the graph of this relationship.

If represents the distance in

feet that a snail crawls in
minutes, then the point
tells us that the snail can
crawl 5 feet in 4 minutes.

If represents the cups of

yogurt and represents the
teaspoons of cinnamon in a
recipe for fruit dip, then the
point tells us that you
can mix 4 teaspoons of
cinnamon with 5 cups of
yogurt to make this fruit dip.

We can find the constant of proportionality by looking at the graph, because is the
-coordinate of the point on the graph where the -coordinate is 1. This could mean the
snail is traveling feet per minute or that the recipe calls for cups of yogurt for every
teaspoon of cinnamon.

In general, when is proportional to , the corresponding constant of proportionality is

the -value when .

Unit 2 Lesson 11 161

 Lesson 11 Practice Problems
1. There is a proportional relationship between the number of months a person has
had a streaming movie subscription and the total amount of money they have paid
for the subscription. The cost for 6 months is $47.94. The point is shown on
the graph below.

a. What is the constant of proportionality in this relationship?

b. What does the constant of proportionality tell us about the situation?

c. Add at least three more points to the graph and label them with their
coordinates.

d. Write an equation that represents the relationship between , the total cost of
the subscription, and , the number of months.

162
 2. The graph shows the amounts of almonds, in grams, for different amounts of oats, in
cups, in a granola mix. Label the point on the graph, find the value of , and
explain its meaning.

3. To make a friendship bracelet, some long strings are lined up then taking one string
and tying it in a knot with each of the other strings to create a row of knots. A new
string is chosen and knotted with the all the other strings to create a second row. This
process is repeated until there are enough rows to make a bracelet to fit around your
friend's wrist.

Are the number of knots proportional to the number of rows? Explain your
reasoning.

(From Unit 2, Lesson 9.)

4. What information do you need to know to write an equation relating two quantities
that have a proportional relationship?

(From Unit 2, Lesson 9.)

Unit 2 Lesson 11 Practice Problems 163

 Lesson 12: Using Graphs to Compare
Relationships
Let’s graph more than one relationship on the same grid.

12.1: Number Talk: Fraction Multiplication and Division

Find each product or quotient mentally.

164
 12.2: Race to the Bumper Cars
Diego, Lin, and Mai went from the ticket booth to the bumper cars.

1. Use each description to complete the table representing that person’s journey.

a. Diego left the ticket booth at the same time as Tyler. Diego jogged ahead at a
steady pace and reached the bumper cars in 30 seconds.

b. Lin left the ticket booth at the same time as Tyler. She ran at a steady pace and
arrived at the bumper cars in 20 seconds.

c. Mai left the booth 10 seconds later than Tyler. Her steady jog enabled her to
catch up with Tyler just as he arrived at the bumper cars.

Diego’s Diego’s Lin’s Lin’s Mai’s Mai’s

time distance time distance time distance
(seconds) (meters) (seconds) (meters) (seconds) (meters)

0 0 0

15 25 25

30 50 20 50 40 50

1 1 1

Unit 2 Lesson 12 165

 2. Using a different color for each person, draw a graph of all four people’s journeys
(including Tyler's from the other day).

3. Which person is moving the most quickly? How is that reflected in the graph?

Are you ready for more?

Write equations to represent each person’s relationship between time and distance.

166
 12.3: Space Rocks and the Price of Rope
1. Meteoroid Perseid 245 and Asteroid x travel through the solar system. The graph
shows the distance each traveled after a given point in time.

Is Asteroid x traveling faster or slower than Perseid 245? Explain how you know.

2. The graph shows the price of different lengths of two types of rope.

If you buy $1.00 of each kind of rope, which one will be

longer? Explain how you know.

Unit 2 Lesson 12 167

 Lesson 12 Summary
Here is a graph that shows the price of blueberries at two different stores. Which store has
a better price?

We can compare points that

have the same value or the
same value. For example,
the points and
tell us that at store B you can
get more pounds of
blueberries for the same
price.

The points and

tell us that at store A you
have to pay more for the
same quantity of blueberries.
This means store B has the
better price.

We can also use the graphs to compare the constants of proportionality. The line
representing store B goes through the point , so the constant of proportionality is 4.
This tells us that at store B the blueberries cost $4 per pound. This is cheaper than the
$6 per pound unit price at store A.

168
 Lesson 12 Practice Problems
1. The graphs below show some data from a coffee shop menu. One of the graphs
shows cost (in dollars) vs. drink volume (in ounces), and one of the graphs shows
calories vs. drink volume (in ounces).

__________________ vs volume _____________________ vs volume

a. Which graph is which? Give them the correct titles.

b. Which quantities appear to be in a proportional relationship? Explain how you

know.

c. For the proportional relationship, find the constant of proportionality. What

does that number mean?

2. Lin and Andre biked home from school at a steady pace. Lin biked 1.5 km and it took
her 5 minutes. Andre biked 2 km and it took him 8 minutes.

a. Draw a graph with two lines that represent the bike rides of Lin and Andre.

b. For each line, highlight the point with coordinates and find .

c. Who was biking faster?

Unit 2 Lesson 12 Practice Problems 169

 3. Match each equation to its graph.

a. 1 2

b.

c.

d.

e.

f.

3 4

5 6

170
 Lesson 13: Two Graphs for Each Relationship
Let’s use tables, equations, and graphs to answer questions about proportional
relationships.

13.1: True or False: Fractions and Decimals

Decide whether each equation is true or false. Be prepared to explain your reasoning.

1.

2.

3.

Unit 2 Lesson 13 171

 13.2: Tables, Graphs, and Equations
Your teacher will assign you one of these three points:

, , .

0 NA

10

1. On the graph, plot and label only your assigned point.

2. Use a ruler to line up your point with the origin, . Draw a line that starts at the
origin, goes through your point, and continues to the edge of the graph.

3. Complete the table with the coordinates of points on your graph. Use a fraction to
represent any value that is not a whole number.

4. Write an equation that represents the relationship between and defined by your
point.

172
 5. Compare your graph and table with the rest of your group. What is the same and
what is different about:

a. your tables?

b. your equations?

c. your graphs?

6. What is the -coordinate of your graph when the -coordinate is 1? Plot and label this
point on your graph. Where do you see this value in the table? Where do you see this
value in your equation?

7. Describe any connections you see between the table, characteristics of the graph,
and the equation.

Are you ready for more?

The graph of an equation of the form , where is a positive number, is a line
through and the point .

1. Name at least one line through that cannot be represented by an equation like
this.

2. If you could draw the graphs of all of the equations of this form in the same
coordinate plane, what would it look like?

Unit 2 Lesson 13 173

 13.3: Hot Dog Eating Contest
Andre and Jada were in a hot dog eating contest. Andre ate 10 hot dogs in 3 minutes. Jada
ate 12 hot dogs in 5 minutes.

Here are two different graphs that both represent this situation.

1. On the first graph, which point shows Andre’s consumption and which shows Jada’s
consumption? Label them.

2. Draw two lines: one through the origin and Andre’s point, and one through the origin
and Jada’s point.

3. Write an equation for each line. Use to represent time in minutes and to represent
number of hot dogs.

a. Andre:

b. Jada:

4. For each equation, what does the constant of proportionality tell you?

5. Repeat the previous steps for the second graph.

a. Andre:

b. Jada:

174
 Lesson 13 Summary
Imagine that a faucet is leaking at a constant rate and that every 2 minutes, 10 milliliters of
water leaks from the faucet. There is a proportional relationship between the volume of
water and elapsed time.

• We could say that the elapsed time is proportional to the volume of water. The
corresponding constant of proportionality tells us that the faucet is leaking at a rate
of of a minute per milliliter.

• We could say that the volume of water is proportional to the elapsed time. The
corresponding constant of proportionality tells us that the faucet is leaking at a rate
of 5 milliliters per minute.

Let’s use to represent volume in milliliters and to represent time in minutes. Here are
graphs and equations that represent both ways of thinking about this relationship:

Even though the relationship between time and volume is the same, we are making a
different choice in each case about which variable to view as the independent variable. The
graph on the left has as the independent variable, and the graph on the right has as the
independent variable.

Unit 2 Lesson 13 175

 Lesson 13 Practice Problems
1. At the supermarket you can fill your own honey bear container. A customer
buys 12 oz of honey for $5.40.

a. How much does honey cost per

ounce?

b. How much honey can you buy per

dollar?

c. Write two different equations that

represent this situation. Use for
ounces of honey and for cost in
dollars.

◦ Choose one of your equations, and sketch its graph. Be sure to label the axes.

2. The point lies on the graph representing a proportional relationship. Which of

the following points also lie on the same graph? Select all that apply.

A.

B.

C.

D.

E.

176
 3. A trail mix recipe asks for 4 cups of raisins for every 6 cups of peanuts. There is
proportional relationship between the amount of raisins, (cups), and the amount of
peanuts, (cups), in this recipe.

a. Write the equation for the relationship that has constant of proportionality
greater than 1. Graph the relationship.

b. Write the equation for the relationship that has constant of proportionality less
than 1. Graph the relationship.

Unit 2 Lesson 13 Practice Problems 177

 4. Here is a graph that represents a proportional relationship.

a. Come up with a situation that could

be represented by this graph.

b. Label the axes with the quantities in

your situation.

c. Give the graph a title.

d. Choose a point on the graph. What

do the coordinates represent in your
situation?

(From Unit 2, Lesson 11.)

178
 Lesson 14: Four Representations
Let’s contrast relationships that are and are not proportional in four different ways.

14.1: Which is the Bluest?

1. Which group of blocks is the bluest?

2. Order the groups of blocks from least blue to bluest.

Unit 2 Lesson 14 179

 14.2: One Scenario, Four Representations
1. Select two things from different lists. Make up a situation where there is a
proportional relationship between quantities that involve these things.

creatures length time volume

◦ starfish ◦ centimeters ◦ nanoseconds ◦ milliliters

◦ centipedes ◦ cubits ◦ minutes ◦ gallons
◦ earthworms ◦ kilometers ◦ years ◦ bushels
◦ dinosaurs ◦ parsecs ◦ millennia ◦ cubic miles
body parts area weight substance

◦ legs ◦ square microns ◦ nanograms ◦ helium

◦ eyes ◦ acres ◦ ounces ◦ oobleck
◦ neurons ◦ hides ◦ deben ◦ pitch
◦ digits ◦ square ◦ metric tonnes ◦ glue
light-years

2. Select two other things from the lists, and make up a situation where there is a
relationship between quantities that involve these things, but the relationship is not
proportional.

180
 3. Your teacher will give you two copies of the “One Scenario, Four Representations”
sheet. For each of your situations, describe the relationships in detail. If you get
stuck, consider asking your teacher for a copy of the sample response.

a. Write one or more sentences describing the relationship between the things
you chose.

b. Make a table with titles in each column and at least 6 pairs of numbers relating
the two things.

c. Graph the situation and label the axes.

d. Write an equation showing the relationship and explain in your own words what
each number and letter in your equation means.

e. Explain how you know whether each relationship is proportional or not

proportional. Give as many reasons as you can.

14.3: Make a Poster

Create a visual display of your two situations that includes all the information from the
previous activity.

Unit 2 Lesson 14 181

 Lesson 14 Summary
The constant of proportionality for a proportional relationship can often be easily
identified in a graph, a table, and an equation that represents it. Here is an example of all
three representations for the same relationship. The constant of proportionality is circled:

On the other hand, some relationships are not proportional. If the graph of a relationship
is not a straight line through the origin, if the equation cannot be expressed in the form
, or if the table does not have a constant of proportionality that you can multiply by
any number in the first column to get the associated number in the second column, then
the relationship between the quantities is not a proportional relationship.

182
 Lesson 14 Practice Problems
1. The equation shows how much it costs to buy gas at a gas station on a
certain day. In the equation, represents the cost in dollars, and represents how
many gallons of gas were purchased.

a. Write down at least four (gallons of gas, cost) pairs that fit this relationship.

b. Create a graph of the relationship.

c. What does 2.95 represent in this situation?

d. Jada’s mom remarks, “You can get about a third of a gallon of gas for a dollar.” Is
she correct? How did she come up with that?

Unit 2 Lesson 14 Practice Problems 183

 2. There is a proportional relationship between a volume measured in cups and the
same volume measured in tablespoons. 3 cups is equivalent to 48 tablespoons, as
shown in the graph.

a. Plot and label at least two more points that represent the relationship.

b. Use a straightedge to draw a line that represents this proportional relationship.

c. For which value y is ( ) on the line you just drew?

d. What is the constant of proportionality for this relationship?

e. Write an equation representing this relationship. Use for cups and for
tablespoons.

184
 Lesson 15: Using Water Efficiently
Let’s investigate saving water.

15.1: Comparing Baths and Showers

Some people say that it uses more water to take a bath than a shower. Others disagree.

1. What information would you collect in order to answer the question?

2. Estimate some reasonable values for the things you suggest.

15.2: Saving Water: Bath or Shower?

1. Describe a method for comparing the water usage for a bath and a shower.

2. Find out values for the measurements needed to use the method you described. You
may ask your teacher or research them yourself.

3. Under what conditions does a bath use more water? Under what conditions does a
shower use more water?

Unit 2 Lesson 15 185

 15.3: Representing Water Usage
1. Continue considering the problem from the previous activity. Name two quantities
that are in a proportional relationship. Explain how you know they are in a
proportional relationship.

2. What are two constants of proportionality for the proportional relationship? What do
they tell us about the situation?

3. On graph paper, create a graph that shows how the two quantities are related. Make
sure to label the axes.

4. Write two equations that relate the quantities in your graph. Make sure to record
what each variable represents.

186
 Learning Targets
Lesson 1: One of These Things Is Not Like the Others
• I can use equivalent ratios to describe scaled copies of shapes.
• I know that two recipes will taste the same if the ingredients are in equivalent ratios.
Lesson 2: Introducing Proportional Relationships with Tables
• I can use a table to reason about two quantities that are in a proportional
relationship.

• I understand the terms proportional relationship and constant of proportionality.

Lesson 3: More about Constant of Proportionality
• 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.
Lesson 4: Proportional Relationships and Equations
• I can write an equation of the form to represent a proportional relationship
described by a table or a story.

• I can write the constant of proportionality as an entry in a table.

Lesson 5: Two Equations for Each Relationship
• I can find two constants of proportionality for a proportional relationship.
• I can write two equations representing a proportional relationship described by a
table or story.

Lesson 6: Using Equations to Solve Problems

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

• I can relate all parts of an equation like to the situation it represents.

Lesson 7: Comparing Relationships with Tables

• I can decide if a relationship represented by a table could be proportional and when
it is definitely not proportional.

Unit 2 Learning Targets 187

 Lesson 8: Comparing Relationships with Equations
• I can decide if a relationship represented by an equation is proportional or not.
Lesson 9: Solving Problems about Proportional Relationships
• I can ask questions about a situation to determine whether two quantities are in a
proportional relationship.

• I can solve all kinds of problems involving proportional relationships.

Lesson 10: Introducing Graphs of Proportional Relationships
• I know that the graph of a proportional relationship lies on a line through .

Lesson 11: Interpreting Graphs of Proportional Relationships

• I can draw the graph of a proportional relationship given a single point on the graph
(other than the origin).

• I can find the constant of proportionality from a graph.

• I understand the information given by graphs of proportional relationships that are
made up of points or a line.

Lesson 12: Using Graphs to Compare Relationships

• I can compare two, related proportional relationships based on their graphs.
• I know that the steeper graph of two proportional relationships has a larger constant
of proportionality.

Lesson 13: Two Graphs for Each Relationship

• I can interpret a graph of a proportional relationship using the situation.
• I can write an equation representing a proportional relationship from a graph.
Lesson 14: Four Representations
• I can make connections between the graphs, tables, and equations of a proportional
relationship.

• I can use units to help me understand information about proportional relationships.

Lesson 15: Using Water Efficiently
• I can answer a question by representing a situation using proportional relationships.

188
GRADE 7

3
Unit

STUDENT WORKBOOK
Book 1
 Lesson 1: How Well Can You Measure?
Let’s see how accurately we can measure.

1.1: Estimating a Percentage

A student got 16 out of 21 questions correct on a quiz. Use mental estimation to answer
these questions.

1. Did the student answer less than or more than 80% of the questions correctly?

2. Did the student answer less than or more than 75% of the questions correctly?

1.2: Perimeter of a Square

Your teacher will give you a picture of 9 different squares and will assign your group 3 of
these squares to examine more closely.

1. For each of your assigned

squares, measure the diagonal (cm) perimeter (cm)
length of the diagonal and
the perimeter of the square square A
in centimeters.
square B
Check your measurements
with your group. After you square C
come to an agreement,
record your measurements square D
in the table.
square E

square F

square G

square H

square I

190
 2. Plot the diagonal and perimeter values from the table on the coordinate plane.

3. What do you notice about the points on the graph?

Pause here so your teacher can review your work.

4. Record measurements of the other squares to complete your table.

Unit 3 Lesson 1 191

 1.3: Area of a Square
1. In the table, record the length of the diagonal for each of your assigned squares from
the previous activity. Next, calculate the area of each of your squares.

diagonal (cm) 2
area (cm )

square A

square B

square C

square D

square E

square F

square G

square H

square I

Pause here so your teacher can review your work. Be prepared to share your values
with the class.

2. Examine the class graph of these values. What do you notice?

3. How is the relationship between the diagonal and area of a square the same as the
relationship between the diagonal and perimeter of a square from the previous
activity? How is it different?

192
 Are you ready for more?
Here is a rough map of a neighborhood.

There are 4 mail routes during the week.

• On Monday, the mail truck follows the route A-B-E-F-G-H-A, which is 14 miles long.
• On Tuesday, the mail truck follows the route B-C-D-E-F-G-B, which is 22 miles long.
• On Wednesday, the truck follows the route A-B-C-D-E-F-G-H-A, which is 24 miles long.
• On Thursday, the mail truck follows the route B-E-F-G-B.
How long is the route on Thursdays?

Unit 3 Lesson 1 193

 Lesson 1 Summary
When we measure the values for two related
quantities, plotting the measurements in the
coordinate plane can help us decide if it
makes sense to model them with a
proportional relationship. If the points are
close to a line through , then a
proportional relationship is a good model.
For example, here is a graph of the values for
the height, measured in millimeters, of
different numbers of pennies placed in a
stack.

Because the points are close to a line

through , the height of the stack of
pennies appears to be proportional to the
number of pennies in a stack. This makes
sense because we can see that the heights of
the pennies only vary a little bit.

An additional way to investigate whether or not a relationship is proportional is by making

a table. Here is some data for the weight of different numbers of pennies in grams, along
with the corresponding number of grams per penny.

number of pennies weight in grams grams per penny

1 3.1 3.1

2 5.6 2.8

5 13.1 2.6

10 25.6 2.6

Though we might expect this relationship to be proportional, the quotients are not very
close to one another. In fact, the metal in pennies changed in 1982, and older pennies are
heavier. This explains why the weight per penny for different numbers of pennies are so
different!

194
 Lesson 1 Practice Problems
1. Estimate the side length of a square that has a 9 cm long diagonal.

2. Select all quantities that are proportional to the diagonal length of a square.

A. Area of the square

B. Perimeter of the square

C. Side length of the square

3. Diego made a graph of two quantities that he measured and said, “The points all lie
on a line except one, which is a little bit above the line. This means that the quantities
can’t be proportional.” Do you agree with Diego? Explain.

4. The graph shows that while it was being filled, the amount of water in gallons in a
swimming pool was approximately proportional to the time that has passed in
minutes.

a. About how much water was in

the pool after 25 minutes?

b. Approximately when were

there 500 gallons of water in
the pool?

c. Estimate the constant of

proportionality for the gallons
of water per minute going
into the pool.

Unit 3 Lesson 1 Practice Problems 195

 Lesson 2: Exploring Circles
Let’s explore circles.

2.1: How Do You Figure?

Here are two figures.

Figure C looks more like Figure A than like Figure B. Sketch what Figure C might look like.
Explain your reasoning.

2.2: Sorting Round Objects

Your teacher will give you some pictures of different objects.

1. How could you sort these pictures into two groups? Be prepared to share your
reasoning.

196
 2. Work with your partner to sort the pictures into the categories that your class has
agreed on. Pause here so your teacher can review your work.

3. What are some characteristics that all circles have in common?

4. Put the circular objects in order from smallest to largest.

5. Select one of the pictures of a circular object. What are some ways you could
measure the actual size of your circle?

Are you ready for more?

On January 3rd, Earth is 147,500,000 kilometers away from the Sun. On July 4th, Earth is
152,500,000 kilometers away from the Sun. The Sun has a radius of about 865,000
kilometers.

Could Earth’s orbit be a circle with some point in the Sun as its center? Explain your
reasoning.

Unit 3 Lesson 2 197

 2.3: Measuring Circles
Priya, Han, and Mai each measured one of the circular objects from earlier.

• Priya says that the bike wheel is 24 inches.

• Han says that the yo-yo trick is 24 inches.
• Mai says that the glow necklace is 24 inches.
1. Do you think that all these circles are the same size?

2. What part of the circle did each person measure? Explain your reasoning.

2.4: Drawing Circles

Draw and label each circle.

1. Circle A, with a diameter of 6 cm.

198
 2. Circle B, with a radius of 5 cm. Pause here so your teacher can review your work.

3. Circle C, with a radius that is equal to Circle A’s diameter.

Unit 3 Lesson 2 199

 4. Circle D, with a diameter that is equal to Circle B’s radius.

5. Use a compass to recreate one of these designs.

200
 Lesson 2 Summary
A circle consists of all of the points that are the same distance away from a particular point
called the center of the circle.

A segment that connects the center with any point on the circle is called a radius. For
example, segments , , , and are all radii of circle 2. (We say one radius and
two radii.) The length of any radius is always the same for a given circle. For this reason,
people also refer to this distance as the radius of the circle.

A segment that connects two opposite points on a circle (passing through the circle’s
center) is called a diameter. For example, segments , , and are all diameters of
circle 1. All diameters in a given circle have the same length because they are composed of
two radii. For this reason, people also refer to the length of such a segment as the diameter
of the circle.

The circumference of a circle is the distance around it. If a circle was made of a piece of
string and we cut it and straightened it out, the circumference would be the length of that
string. A circle always encloses a circular region. The region enclosed by circle 2 is shaded,
but the region enclosed by circle 1 is not. When we refer to the area of a circle, we mean
the area of the enclosed circular region.

Glossary
• circle
• circumference
• diameter
• radius

Unit 3 Lesson 2 201

 Lesson 2 Practice Problems
1. Use a geometric tool to draw a circle. Draw and measure a radius and a diameter of
the circle.

2. Here is a circle with center and some line segments and curves joining points on
the circle.

Identify examples of the following. Explain your reasoning.

a. Diameter

b. Radius

202
 3. Lin measured the diameter of a circle in two different directions. Measuring vertically,
she got 3.5 cm, and measuring horizontally, she got 3.6 cm. Explain some possible
reasons why these measurements differ.

4. A small, test batch of lemonade used cup of sugar added to 1 cup of water and
cup of lemon juice. After confirming it tasted good, a larger batch is going to be made
with the same ratios using 10 cups of water. How much sugar should be added so
that the large batch tastes the same as the test batch?

(From Unit 2, Lesson 1.)

5. The graph of a proportional relationship contains the point with coordinates .

What is the constant of proportionality of the relationship?

(From Unit 2, Lesson 13.)

Unit 3 Lesson 2 Practice Problems 203

 Lesson 3: Exploring Circumference
Let’s explore the circumference of circles.

3.1: Which Is Greater?

Clare wonders if the height of the toilet paper tube or the distance around the tube is
greater. What information would she need in order to solve the problem? How could she
find this out?

204
 3.2: Measuring Circumference and Diameter
Your teacher will give you several circular objects.

1. Measure the diameter and the circumference of the circle in each object to the
nearest tenth of a centimeter. Record your measurements in the table.

object diameter (cm) circumference (cm)

2. Plot the diameter and circumference values from the table on the coordinate plane.
What do you notice?

3. Plot the points from two other groups on the same coordinate plane. Do you see the
same pattern that you noticed earlier?

Unit 3 Lesson 3 205

 3.3: Calculating Circumference and Diameter
Here are five circles. One measurement for each circle is given in the table.

Use the constant of proportionality estimated in the previous activity to complete the
table.

diameter (cm) circumference (cm)

circle A 3

circle B 10

circle C 24

circle D 18

circle E 1

206
 Are you ready for more?
The circumference of Earth is approximately 40,000 km. If you made a circle of wire
around the globe, that is only 10 meters (0.01 km) longer than the circumference of the
globe, could a flea, a mouse, or even a person creep under it?

Lesson 3 Summary
There is a proportional
relationship between the
diameter and circumference
of any circle. That means that
if we write for
circumference and for
diameter, we know that
, where is the
constant of proportionality.

The exact value for the

constant of proportionality is
called . Some frequently
used approximations for
are , 3.14, and 3.14159, but
none of these is exactly .

We can use this to estimate the circumference if we know the diameter, and vice versa. For
example, using 3.1 as an approximation for , if a circle has a diameter of 4 cm, then the
circumference is about or 12.4 cm.

The relationship between the circumference and the diameter can be written as

Glossary
• pi ( )

Unit 3 Lesson 3 207

 Lesson 3 Practice Problems
1. Diego measured the diameter and circumference of several circular objects and
recorded his measurements in the table.

object diameter (cm) circumference (cm)

half dollar coin 3 10

flying disc 23 28

jar lid 8 25

flower pot 15 48

One of his measurements is inaccurate. Which measurement is it? Explain how you
know.

2. Complete the table. Use one of the approximate values for discussed in class (for
example 3.14, , 3.1416). Explain or show your reasoning.

object diameter circumference

hula hoop 35 in

circular pond 556 ft

magnifying glass 5.2 cm

car tire 71.6 in

208
 3. is the center of the circle, and the length of is 15 centimeters.

a. Name a segment that is a radius.

How long is it?

b. Name a segment that is a diameter.

How long is it?

(From Unit 3, Lesson 2.)

4. a. Consider the equation . Find four pairs of and values that make
the equation true. Plot the points on the coordinate plane.

b. Based on the graph, can this be a proportional relationship? Why or why not?

(From Unit 2, Lesson 10.)

Unit 3 Lesson 3 Practice Problems 209

 Lesson 4: Applying Circumference
Let’s use to solve problems.

4.1: What Do We Know? What Can We Estimate?

Here are some pictures of circular objects, with measurement tools shown. The
measurement tool on each picture reads as follows:

• Wagon wheel: 3 feet

• Plane propeller: 24 inches
• Sliced Orange: 20 centimeters

1. For each picture, which measurement is shown?

2. Based on this information, what measurement(s) could you estimate for each
picture?

210
 4.2: Using
In the previous activity, we looked at pictures of circular objects. One measurement for
each object is listed in the table.

Your teacher will assign you an approximation of to use for this activity.

1. Complete the table.

object radius diameter circumference

wagon wheel 3 ft

airplane propeller 24 in

orange slice 20 cm

2. A bug was sitting on the tip of the propeller blade when the propeller started to
rotate. The bug held on for 5 rotations before flying away. How far did the bug travel
before it flew off?

Unit 3 Lesson 4 211

 4.3: Around the Running Track
The field inside a running track is made up of a rectangle that is 84.39 m long and 73 m
wide, together with a half-circle at each end.

1. What is the distance around the inside of the track? Explain or show your reasoning.

2. The track is 9.76 m wide all the way around. What is the distance around the outside
of the track? Explain or show your reasoning.

212
 Are you ready for more?
This size running track is usually called a 400-meter track. However, if a person ran as
close to the “inside” as possible on the track, they would run less than 400 meters in one
lap. How far away from the inside border would someone have to run to make one lap
equal exactly 400 meters?

4.4: Measuring a Picture Frame

Kiran bent some wire around a rectangle to make a picture frame. The rectangle is
8 inches by 10 inches.

1. Find the perimeter of the wire picture frame. Explain or show your reasoning.

2. If the wire picture frame were stretched out to make one complete circle, what would
its radius be?

Unit 3 Lesson 4 213

 Lesson 4 Summary
The circumference of a circle, , is times the diameter, . The diameter is twice the
radius, . So if we know any one of these measurements for a particular circle, we can find
the others. We can write the relationships between these different measures using
equations:

If the diameter of a car tire is 60 cm, that means the radius is 30 cm and the circumference
is or about 188 cm.

If the radius of a clock is 5 in, that means the diameter is 10 in, and the circumference is
or about 31 in.

If a ring has a circumference of 44 mm, that means the diameter is , which is about
14 mm, and the radius is about 7 mm.

214
 Lesson 4 Practice Problems
1. Here is a picture of a Ferris wheel. It has a diameter of 80 meters.

a. On the picture, draw

and label a diameter.

b. How far does a rider

travel in one complete
rotation around the
Ferris wheel?

2. Identify each measurement as the diameter, radius, or circumference of the circular

object. Then, estimate the other two measurements for the circle.

a. The length of the minute hand on a clock is 5 in.

b. The distance across a sink drain is 3.8 cm.

c. The tires on a mining truck are 14 ft tall.

d. The fence around a circular pool is 75 ft long.

e. The distance from the tip of a slice of pizza to the crust is 7 in.

f. Breaking a cookie in half creates a straight side 10 cm long.

Unit 3 Lesson 4 Practice Problems 215

 g. The length of the metal rim around a glass lens is 190 mm.

h. From the center to the edge of a DVD measures 60 mm.

3. A half circle is joined to an equilateral triangle with side lengths of 12 units. What is
the perimeter of the resulting shape?

4. Circle A has a diameter of 1 foot. Circle B has a circumference of 1 meter. Which circle
is bigger? Explain your reasoning. (1 inch = 2.54 centimeters)

5. The circumference of Tyler's bike tire is 72 inches. What is the diameter of the tire?

(From Unit 3, Lesson 3.)

216
 Lesson 5: Circumference and Wheels
Let’s explore how far different wheels roll.

5.1: A Rope and a Wheel

Han says that you can wrap a 5-foot rope around a wheel with a 2-foot diameter because
is less than pi. Do you agree with Han? Explain your reasoning.

5.2: Rolling, Rolling, Rolling

Your teacher will give you a circular object.

1. Follow these instructions to create the drawing:

◦ On a separate piece of paper, use a ruler to draw a line all the way across the
page.

◦ Roll your object along the line and mark where it completes one rotation.
◦ Use your object to draw tick marks along the line that are spaced as far apart as
the diameter of your object.

2. What do you notice?

Unit 3 Lesson 5 217

 3. Use your ruler to measure each distance. Record these values in the first row of the
table:

a. the diameter of your object

b. how far your object rolled in one complete rotation

c. the quotient of how far your object rolled divided by the diameter of your object

distance traveled
object diameter
in one rotation

4. If you wanted to trace two complete rotations of your object, how long of a line would
you need?

5. Share your results with your group and record their measurements in the table.

6. If each person in your group rolled their object along the entire length of the
classroom, which object would complete the most rotations? Explain or show your
reasoning.

218
 5.3: Rotations and Distance
1. A car wheel has a diameter of 20.8 inches.

a. About how far does the car wheel travel in 1 rotation? 5 rotations? 30 rotations?

b. Write an equation relating the distance the car travels in inches, , to the
number of wheel rotations, .

c. About how many rotations does the car wheel make when the car travels 1
mile? Explain or show your reasoning.

2. A bike wheel has a radius of 13 inches.

a. About how far does the bike wheel travel in 1 rotation? 5 rotations?
30 rotations?

b. Write an equation relating the distance the bike travels in inches, , to the
number of wheel rotations, .

c. About how many rotations does the bike wheel make when the bike travels 1
mile? Explain or show your reasoning.

Unit 3 Lesson 5 219

 Are you ready for more?
Here are some photos of a spring toy.

If you could stretch out the spring completely straight, how long would it be? Explain or
show your reasoning.

5.4: Rotations and Speed

The circumference of a car wheel is about 65 inches.

1. If the car wheel rotates once per second, how far does the car travel in one minute?

2. If the car wheel rotates once per second, about how many miles does the car travel in
one hour?

220
 3. If the car wheel rotates 5 times per second, about how many miles does the car
travel in one hour?

4. If the car is traveling 65 miles per hour, about how many times per second does the
wheel rotate?

Lesson 5 Summary
The circumference of a circle is the distance around the circle. This is also how far the
circle rolls on flat ground in one rotation. For example, a bicycle wheel with a diameter of
24 inches has a circumference of inches and will roll inches (or feet) in one
complete rotation. There is an equation relating the number of rotations of the wheel to
the distance it has traveled. To see why, let’s look at a table showing how far the bike
travels when the wheel makes different numbers of rotations.

number of rotations distance traveled (feet) In the table, we see that the
relationship between the
1 distance traveled and the
number of wheel rotations is
2 a proportional relationship.
The constant of
3
proportionality is .
10

50

To find the missing value in the last row of the table, note that each rotation of the wheel
contributes feet of distance traveled. So after rotations the bike will travel feet. If
is the distance, in feet, traveled when this wheel makes rotations, we have the
relationship:

Unit 3 Lesson 5 221

 Lesson 5 Practice Problems
1. The diameter of a bike wheel is 27 inches. If the wheel makes 15 complete rotations,
how far does the bike travel?

2. The wheels on Kiran's bike are 64 inches in circumference. How many times do the
wheels rotate if Kiran rides 300 yards?

3. The numbers are measurements of radius, diameter, and circumference of circles A

and B. Circle A is smaller than circle B. Which number belongs to which quantity?

2.5, 5, 7.6, 15.2, 15.7, 47.7

(From Unit 3, Lesson 4.)

222
 4. Circle A has circumference m. Circle B has a diameter that is times as long as
Circle A’s diameter. What is the circumference of Circle B?

(From Unit 3, Lesson 3.)

5. The length of segment is 5 centimeters.

a. What is the length of segment ?

b. What is the length of segment ?

c. Name a segment that has the same

length as segment .

(From Unit 3, Lesson 2.)

Unit 3 Lesson 5 Practice Problems 223

 Lesson 6: Estimating Areas
Let’s estimate the areas of weird shapes.

6.1: Mental Calculations

Find a strategy to make each calculation mentally:

6.2: House Floorplan

Here is a floor plan of a house. Approximate lengths of the walls are given. What is the
approximate area of the home, including the balcony? Explain or show your reasoning.

224
 6.3: Area of Nevada
Estimate the area of Nevada in square miles. Explain or show your reasoning.

Are you ready for more?

The two triangles are equilateral, and the three pink regions are identical. The blue
equilateral triangle has the same area as the three pink regions taken together. What is
the ratio of the sides of the two equilateral triangles?

Unit 3 Lesson 6 225

 Lesson 6 Summary
We can find the area of some complex polygons by surrounding them with a simple
polygon like a rectangle. For example, this octagon is contained in a rectangle.

The rectangle is 20 units long

and 16 units wide, so its area
is 320 square units. To get the
area of the octagon, we need
to subtract the areas of the
four right triangles in the
corners. These triangles are
each 8 units long and 5 units
wide, so they each have an
area of 20 square units. The
area of the octagon is

or 240 square units.

We can estimate the area of irregular shapes by approximating them with a polygon and
finding the area of the polygon. For example, here is a satellite picture of Lake Tahoe with
some one-dimensional measurements around the lake.

The area of the rectangle is

160 square miles, and the
area of the triangle is 17.5
square miles for a total of
177.5 square miles. We
recognize that this is an
approximation, and not likely
the exact area of the lake.

226
 Lesson 6 Practice Problems
1. Find the area of the polygon.

2. a. Draw polygons on the map that could be used to approximate the area of
Virginia.

b. Which measurements would you need to know in order to calculate an

approximation of the area of Virginia? Label the sides of the polygons whose
measurements you would need. (Note: You aren’t being asked to calculate
anything.)

Unit 3 Lesson 6 Practice Problems 227

 3. Jada’s bike wheels have a diameter of 20 inches. How far does she travel if the wheels
rotate 37 times?

(From Unit 3, Lesson 5.)

4. The radius of Earth is approximately 6,400 km. The equator is the circle around Earth
dividing it into the northern and southern hemispheres. (The center of the earth is
also the center of the equator.) What is the length of the equator?

(From Unit 3, Lesson 4.)

5. Here are several recipes for sparkling lemonade. For each recipe, describe how many
tablespoons of lemonade mix it takes per cup of sparkling water.

a. 4 tablespoons of lemonade mix and 12 cups of sparkling water

b. 4 tablespoons of lemonade mix and 6 cups of sparkling water

c. 3 tablespoons of lemonade mix and 5 cups of sparkling water

d. tablespoon of lemonade mix and cups of sparkling water

(From Unit 2, Lesson 1.)

228
 Lesson 7: Exploring the Area of a Circle
Let’s investigate the areas of circles.

7.1: Estimating Areas

Your teacher will show you some figures. Decide which figure has the largest area. Be
prepared to explain your reasoning.

7.2: Estimating Areas of Circles

Your teacher will give your group two circles of different sizes.

1. For each circle, use the squares on the graph paper to measure the diameter and
estimate the area of the circle. Record your measurements in the table.

diameter (cm) 2
estimated area (cm )

Unit 3 Lesson 7 229

 2. Plot the values from the table on the class coordinate plane. Then plot the class’s
data points on your coordinate plane.

3. In a previous lesson, you graphed the relationship between the diameter and
circumference of a circle. How is this graph the same? How is it different?

Are you ready for more?

How many circles of radius 1 unit can you fit inside each of the following so that they do
not overlap?

1. a circle of radius 2 units?

2. a circle of radius 3 units?

3. a circle of radius 4 units?

If you get stuck, consider using coins or other circular objects.

230
 7.3: Covering a Circle
Here is a square whose side length is the same as the radius of the circle.

How many of these squares do you think it would take to cover the circle exactly?

Lesson 7 Summary
The circumference of a circle is proportional to the diameter , and we can write this
relationship as . The circumference is also proportional to the radius of the circle,
and the constant of proportionality is because the diameter is twice as long as the
radius. However, the area of a circle is not proportional to the diameter (or the radius).

The area of a circle with radius is a little more than 3 times the area of a square with side
so the area of a circle of radius is approximately . We saw earlier that the
circumference of a circle of radius is . If we write for the circumference of a circle,
this proportional relationship can be written .

The area of a circle with radius is approximately . Unlike the circumference, the
area is not proportional to the radius because cannot be written in the form for a
number . We will investigate and refine the relationship between the area and the radius
of a circle in future lessons.

Glossary
• area of a circle

Unit 3 Lesson 7 231

 Lesson 7 Practice Problems
1. The -axis of each graph has the diameter of a circle in meters. Label the -axis on
each graph with the appropriate measurement of a circle:
2
radius (m), circumference (m), or area (m ).

2
2. Circle A has area 500 in . The diameter of circle B is three times the diameter of
circle A. Estimate the area of circle B.

3. Lin’s bike travels 100 meters when her wheels rotate 55 times. What is the
circumference of her wheels?

(From Unit 3, Lesson 5.)

4. Priya drew a circle whose circumference is 25 cm. Clare drew a circle whose diameter
is 3 times the diameter of Priya’s circle. What is the circumference of Clare’s circle?

(From Unit 3, Lesson 3.)

232
 5. a. Here is a picture of two squares and a circle. Use the
picture to explain why the area of this circle is more
than 2 square units but less than 4 square units.

b. Here is another picture of two

squares and a circle. Use the
picture to explain why the area
of this circle is more than 18
square units and less than 36
square units.

6. Point is the center of the circle, and the length

of is 15 centimeters. Find the circumference
of this circle.

(From Unit 3, Lesson 3.)

Unit 3 Lesson 7 Practice Problems 233

 Lesson 8: Relating Area to Circumference
Let’s rearrange circles to calculate their areas.

8.1: Irrigating a Field

A circular field is set into a square with an 800 m side length. Estimate the field's area.

• About 5,000 m2
• About 50,000 m2
• About 500,000 m2
• About 5,000,000 m2
• About 50,000,000 m2

234
 8.2: Making a Polygon out of a Circle
Your teacher will give you a circular object, a marker, and two pieces of paper of different
colors.

Follow these instructions to create a visual display:

1. Using a thick marker, trace your circle in two separate places on the same piece of
paper.

2. Cut out both circles, cutting around the marker line.

3. Fold and cut one of the circles into fourths.

4. Arrange the fourths so that straight sides are next to each other, but the curved
edges are alternately on top and on bottom. Pause here so your teacher can review
your work.

5. Fold and cut the fourths in half to make eighths. Arrange the eighths next to each
other, like you did with the fourths.

6. If your pieces are still large enough, repeat the previous step to make sixteenths.

7. Glue the remaining circle and the new shape onto a piece of paper that is a different
color.

After you finish gluing your shapes, answer the following questions.

1. How do the areas of the two shapes compare?

2. What polygon does the shape made of the circle pieces most resemble?

3. How could you find the area of this polygon?

Unit 3 Lesson 8 235

 8.3: Making Another Polygon out of a Circle
Imagine a circle made of rings that can bend, but not stretch.

1. What polygon does the new shape resemble?

2. How does the area of the polygon compare to the area of the circle?

3. How can you find the area of the polygon?

4. Show, in detailed steps, how you could find the polygon’s area in terms of the circle’s
measurements. Show your thinking. Organize it so it can be followed by others.

5. After you finish, trade papers with a partner and check each other’s work. If you
disagree, work to reach an agreement. Discuss:

◦ Do you agree or disagree with each step?

◦ Is there a way to make the explanation clearer?
6. Return your partner’s work, and revise your explanation based on the feedback you
received.

236
 8.4: Tiling a Table
Elena wants to tile the top of a circular table. The diameter of the table top is 28 inches.
What is its area?

Are you ready for more?

A box contains 20 square tiles that are 2 inches on each side. How many boxes of tiles will
Elena need to tile the table?

Lesson 8 Summary
If is a circle’s circumference and is its radius, then . The area of a circle can be
found by taking the product of half the circumference and the radius.

If is the area of the circle, this gives the equation:

This equation can be rewritten as:

(Remember that when we have we can write and we can say “ squared.”)

This means that if we know the radius, we can find the area. For example, if a circle has
2
radius 10 cm, then the area is about which is 314 cm .

If we know the diameter, we can figure out the radius, and then we can find the area. For
example, if a circle has a diameter of 30 ft, then the radius is 15 ft, and the area is about
2
which is approximately 707 ft .

Glossary
• squared

Unit 3 Lesson 8 237

 Lesson 8 Practice Problems
1. The picture shows a circle divided into 8 equal wedges which are rearranged.

The radius of the circle is and its circumference is . How does the picture help
to explain why the area of the circle is ?

2. A circle’s circumference is approximately 76 cm. Estimate the radius, diameter, and

area of the circle.

3. Jada paints a circular table that has a diameter of 37 inches. What is the area of the
table?

238
 4. The Carousel on the National Mall has 4 rings of horses. Kiran is riding on the inner
ring, which has a radius of 9 feet. Mai is riding on the outer ring, which is 8 feet
farther out from the center than the inner ring is.

a. In one rotation of the carousel, how much farther does Mai travel than Kiran?

b. One rotation of the carousel takes 12 seconds. How much faster does Mai travel
than Kiran?

(From Unit 3, Lesson 4.)

5. Here are the diameters of four coins:

coin penny nickel dime quarter

diameter 1.9 cm 2.1 cm 1.8 cm 2.4 cm

a. A coin rolls a distance of 33 cm in 5 rotations. Which coin is it?

b. A quarter makes 8 rotations. How far did it roll?

c. A dime rolls 41.8 cm. How many rotations did it make?

(From Unit 3, Lesson 5.)

Unit 3 Lesson 8 Practice Problems 239

 Lesson 9: Applying Area of Circles
Let’s find the areas of shapes made up of circles.

9.1: Still Irrigating the Field

2
The area of this field is about 500,000 m . What is the field’s area to the nearest square
meter? Assume that the side lengths of the square are exactly 800 m.

• 502,400 m2
• 502,640 m2
• 502,655 m2
• 502,656 m2
• 502,857 m2

240
 9.2: Comparing Areas Made of Circles
1. Each square has a side length of 12 units. Compare the areas of the shaded regions
in the 3 figures. Which figure has the largest shaded region? Explain or show your
reasoning.

2. Each square in Figures D and E has a side length of 1 unit. Compare the area of the
two figures. Which figure has more area? How much more? Explain or show your
reasoning.

Are you ready for more?

Which figure has a longer perimeter, Figure D or Figure E? How much longer?

Unit 3 Lesson 9 241

 9.3: The Running Track Revisited
The field inside a running track is made up of a rectangle 84.39 m long and 73 m wide,
together with a half-circle at each end. The running lanes are 9.76 m wide all the way
around.

What is the area of the running track that goes around the field? Explain or show your
reasoning.

242
 Lesson 9 Summary
The relationship between , the area of a circle, and , its radius, is . We can use
this to find the area of a circle if we know the radius. For example, if a circle has a radius of
2
10 cm, then the area is or cm . We can also use the formula to find the radius
2
of a circle if we know the area. For example, if a circle has an area of m then its radius
is 7 m and its diameter is 14 m.

Sometimes instead of leaving in expressions for the area, a numerical approximation

2
can be helpful. For the examples above, a circle of radius 10 cm has area about 314 cm . In
2
a similar way, a circle with area 154 m has radius about 7 m.

We can also figure out the area of a fraction of a circle. For example, the figure shows a
circle divided into 3 pieces of equal area. The shaded part has an area of .

Unit 3 Lesson 9 243

 Lesson 9 Practice Problems
1. A circle with a 12-inch diameter is folded in half and then folded in half again. What is
the area of the resulting shape?

2. Find the area of the shaded region. Express your answer in terms of .

3. The face of a clock has a circumference of 63 in. What is the area of the face of the
clock?

(From Unit 3, Lesson 8.)

244
 4. Which of these pairs of quantities are proportional to each other? For the quantities
that are proportional, what is the constant of proportionality?

a. Radius and diameter of a circle

b. Radius and circumference of a circle

c. Radius and area of a circle

d. Diameter and circumference of a circle

e. Diameter and area of a circle

(From Unit 3, Lesson 7.)

5. Find the area of this shape in two different ways.

(From Unit 3, Lesson 6.)

Unit 3 Lesson 9 Practice Problems 245

 6. Elena and Jada both read at a constant rate, but Elena reads more slowly. For every 4
pages that Elena can read, Jada can read 5.

a. Complete the table.

pages read by Elena pages read by Jada

4 5

15

b. Here is an equation for the table: . What does the 1.25 mean?

c. Write an equation for this relationship that starts

(From Unit 2, Lesson 5.)

246
 Lesson 10: Distinguishing Circumference and
Area
Let’s contrast circumference and area.

10.1: Filling the Plate

About how many cheese puffs can fit on the plate in a single layer? Be prepared to explain
your reasoning.

Unit 3 Lesson 10 247

 10.2: Card Sort: Circle Problems
Your teacher will give you cards with questions about circles.

1. Sort the cards into two groups based on whether you would use the circumference or
the area of the circle to answer the question. Pause here so your teacher can review
your work.

2. Your teacher will assign you a card to examine more closely. What additional
information would you need in order to answer the question on your card?

3. Estimate measurements for the circle on your card.

4. Use your estimates to calculate the answer to the question.

10.3: Visual Display of Circle Problem

In the previous activity you estimated the answer to a question about circles.

Create a visual display that includes:

• The question you were answering

• A diagram of a circle labeled with your estimated measurements
• Your thinking, organized so that others can follow it
• Your answer, expressed in terms of and also expressed as a decimal approximation

248
 10.4: Analyzing Circle Claims
Here are two students’ answers for each question. Do you agree with either of them?
Explain or show your reasoning.

1. How many feet are traveled by a person riding once around the merry-go-round?

◦ Clare says, “The radius of the

merry-go-round is about 4 feet, so the
distance around the edge is about feet.”

◦ Andre says, “The diameter of the

merry-go-round is about 4 feet, so the
distance around the edge is about feet.”

2. How much room is there to spread frosting on the cookie?

◦ Clare says “The radius of the cookie is about

3 centimeters, so the space for frosting is
2
about cm .”

◦ Andre says “The diameter of the cookie is

about 3 inches, so the space for frosting is
2
about in .”

Unit 3 Lesson 10 249

 3. How far does the unicycle move when the wheel makes 5 full rotations?

◦ Clare says, “The diameter of the unicycle wheel is

about 0.5 meters. In 5 complete rotations it will go
2
about m .”

◦ Andre says, “I agree with Clare's estimate of the

diameter, but that means the unicycle will go about
m.”

Are you ready for more?

A goat (point ) is tied with a 6-foot rope to the corner of a shed. The floor of the shed is a
square whose sides are each 3 feet long. The shed is closed and the goat can't go inside.
The space all around the shed is flat, grassy, and the goat can't reach any other structures
or objects. What is the area over which the goat can roam?

250
 Lesson 10 Summary
Sometimes we need to find the circumference of a circle, and sometimes we need to find
the area. Here are some examples of quantities related to the circumference of a circle:

• The length of a circular path.

• The distance a wheel will travel after one complete rotation.
• The length of a piece of rope coiled in a circle.
Here are some examples of quantities related to the area of a circle:

• The amount of land that is cultivated on a circular field.

• The amount of frosting needed to cover the top of a round cake.
• The number of tiles needed to cover a round table.
In both cases, the radius (or diameter) of the circle is all that is needed to make the
calculation. The circumference of a circle with radius is while its area is . The
circumference is measured in linear units (such as cm, in, km) while the area is measured
2 2 2
in square units (such as cm , in , km ).

Unit 3 Lesson 10 251

 Lesson 10 Practice Problems
1. For each problem, decide whether the circumference of the circle or the area of the
circle is most useful for finding a solution. Explain your reasoning.

a. A car’s wheels spin at 1000 revolutions per minute. The diameter of the wheels
is 23 inches. You want to know how fast the car is travelling.

b. A circular kitchen table has a diameter of 60 inches. You want to know how
much fabric is needed to cover the table top.

c. A circular puzzle is 20 inches in diameter. All of the pieces are about the same
size. You want to know about how many pieces there are in the puzzle.

d. You want to know about how long it takes to walk around a circular pond.

2. The city of Paris, France is completely contained within an almost circular road that
goes around the edge. Use the map with its scale to:

a. Estimate the circumference of Paris.

b. Estimate the area of Paris.

252
 3. Here is a diagram of a softball field:

a. About how long is the fence around

the field?

b. About how big is the outfield?

4. While in math class, Priya and Kiran come up with two ways of thinking about the
proportional relationship shown in the table.

Both students agree that they can solve the equation

to find the constant of proportionality.

2 ? ◦ Priya says, “I can solve this equation by dividing 1750 by 5.”

◦ Kiran says, “I can solve this equation by multiplying 1750
5 1750 by .”

a. What value of would each student get using their own method?

b. How are Priya and Kiran's approaches related?

c. Explain how each student might approach solving the equation .

(From Unit 2, Lesson 5.)

Unit 3 Lesson 10 Practice Problems 253

 Lesson 11: Stained-Glass Windows
Let’s use circumference and area to design stained-glass windows.

11.1: Cost of a Stained-Glass Window

The students in art class are designing a stained-glass window to hang in the school
entryway. The window will be 3 feet tall and 4 feet wide. Here is their design.

They have raised $100 for the project. The colored glass costs $5 per square foot and the
clear glass costs $2 per square foot. The material they need to join the pieces of glass
together costs 10 cents per foot and the frame around the window costs $4 per foot.

Do they have enough money to cover the cost of making the window?

254
 11.2: A Bigger Window
A local community member sees the school’s stained-glass window and really likes the
design. They ask the students to create a larger copy of the window using a scale factor of
3. Would $450 be enough to buy the materials for the larger window? Explain or show your
reasoning.

11.3: Invent Your Own Design

Draw a stained-glass window design that could be made for less than $450. Show your
thinking. Organize your work so it can be followed by others.

Unit 3 Lesson 11 255

 Learning Targets
Lesson 1: How Well Can You Measure?
• I can examine quotients and use a graph to decide whether two associated quantities
are in a proportional relationship.

• I understand that it can be difficult to measure the quantities in a proportional

relationship accurately.

Lesson 2: Exploring Circles

• I can describe the characteristics that make a shape a circle.
• I can identify the diameter, center, radius, and circumference of a circle.
Lesson 3: Exploring Circumference
• I can describe the relationship between circumference and diameter of any circle.
• I can explain what means.

Lesson 4: Applying Circumference

• I can choose an approximation for based on the situation or problem.

• If I know the radius, diameter, or circumference of a circle, I can find the other two.
Lesson 5: Circumference and Wheels
• If I know the radius or diameter of a wheel, I can find the distance the wheel travels in
some number of revolutions.

Lesson 6: Estimating Areas

• I can calculate the area of a complicated shape by breaking it into shapes whose area
I know how to calculate.

Lesson 7: Exploring the Area of a Circle

• If I know a circle’s radius or diameter, I can find an approximation for its area.
• I know whether or not the relationship between the diameter and area of a circle is
proportional and can explain how I know.

256
 Lesson 8: Relating Area to Circumference
• I can explain how the area of a circle and its circumference are related to each other.
• I know the formula for area of a circle.
Lesson 9: Applying Area of Circles
• I can calculate the area of more complicated shapes that include fractions of circles.
• I can write exact answers in terms of .

Lesson 10: Distinguishing Circumference and Area

• I can decide whether a situation about a circle has to do with area or circumference.
• I can use formulas for circumference and area of a circle to solve problems.
Lesson 11: Stained-Glass Windows
• I can apply my understanding of area and circumference of circles to solve more
complicated problems.

Unit 3 Learning Targets 257

 Glossary
area
Area is the number of square units that cover a two-dimensional region, without any gaps
or overlaps.

For example, the area of region A is 8 square

units. The area of the shaded region of B is
square unit.

area of a circle
If the radius of a circle is units, then the area of the circle is square units.

For example, a circle has radius 3 inches. Its area is square inches, or square
inches, which is approximately 28.3 square inches.

circle
A circle is made out of all the points that are
the same distance from a given point.

For example, every point on this circle is 5

cm away from point , which is the center of
the circle.

circumference
The circumference of a circle is the distance around the circle. If you imagine the circle as a
piece of string, it is the length of the string. If the circle has radius then the circumference
is .

The circumference of a circle of radius 3 is , which is , or about 18.85.

258
 constant of proportionality
In a proportional relationship, the values for one quantity are each multiplied by the same
number to get the values for the other quantity. This number is called the constant of
proportionality.

In this example, the constant of

proportionality is 3, because , number of oranges number of apples
, and . This means that
there are 3 apples for every 1 orange in the 2 6
fruit salad.
3 9

5 15

coordinate plane
The coordinate plane is a system for telling
where points are. For example. point is
located at on the coordinate plane,
because it is three units to the right and two
units up.

corresponding
When part of an original figure matches up with part of a copy, we call them
corresponding parts. These could be points, segments, angles, or distances.

For example, point in the first triangle

corresponds to point in the second
triangle. Segment corresponds to
segment .

Glossary 259
 diameter
A diameter is a line segment that goes from one edge of a circle to
the other and passes through the center. A diameter can go in any
direction. Every diameter of the circle is the same length. We also
use the word diameter to mean the length of this segment.

equivalent ratios
Two ratios are equivalent if you can multiply each of the numbers in the first ratio by the
same factor to get the numbers in the second ratio. For example, is equivalent to
, because and .

A recipe for lemonade says to use 8 cups of

water and 6 lemons. If we use 4 cups of cups of water number of lemons
water and 3 lemons, it will make half as
much lemonade. Both recipes taste the 8 6
same, because and are equivalent ratios.
4 3

origin
The origin is the point in the coordinate
plane. This is where the horizontal axis and
the vertical axis cross.

260
 pi ( )
There is a proportional relationship between the diameter
and circumference of any circle. The constant of
proportionality is pi. The symbol for pi is .

We can represent this relationship with the

equation , where represents the circumference
and represents the diameter.

Some approximations for are , 3.14, and 3.14159.

proportional relationship
In a proportional relationship, the values for one quantity
are each multiplied by the same number to get the values
for the other quantity.
2 8
For example, in this table every value of is equal to 4 times
the value of on the same row. 3 12

We can write this relationship as . This equation 5 20

shows that is proportional to .
10 40

radius
A radius is a line segment that goes from the center to the
edge of a circle. A radius can go in any direction. Every
radius of the circle is the same length. We also use the word
radius to mean the length of this segment.

For example, is the radius of this circle with center .

reciprocal
Dividing 1 by a number gives the reciprocal of that number. For example, the reciprocal of
12 is , and the reciprocal of is .

Glossary 261
 scale
A scale tells how the measurements in a scale drawing represent the actual measurements
of the object.

For example, the scale on this floor plan tells us that 1 inch
on the drawing represents 8 feet in the actual room. This
means that 2 inches would represent 16 feet, and inch
would represent 4 feet.

scale drawing
A scale drawing represents an actual place or object. All the measurements in the drawing
correspond to the measurements of the actual object by the same scale.

scale factor
To create a scaled copy, we multiply all the lengths in the original figure by the same
number. This number is called the scale factor.

In this example, the scale factor is 1.5,

because , , and
.

scaled copy
A scaled copy is a copy of a figure where every length in the original figure is multiplied by
the same number.

For example, triangle is a scaled copy of triangle . Each side length on triangle
was multiplied by 1.5 to get the corresponding side length on triangle .

262
 squared
We use the word squared to mean “to the second power.” This is because a square with
side length has an area of , or .

Glossary 263
 Attributions
“Notice and Wonder” and “I Notice/I Wonder” are trademarks of the National Council of
Teachers of Mathematics, reflecting approaches developed by the Math Forum
(http://www.nctm.org/mathforum/), and used here with permission.

Images that are not the original work of Illustrative Mathematics are in the public domain
or released under a Creative Commons Attribution (CC-BY) license, and include an
appropriate citation. Images that are the original work of Illustrative Mathematics do
not include such a citation.

Image Attributions
Rose Bowl aerial, by NASA (http://worldwind.arc.nasa.gov/). Public Domain. Wikimedia
Commons. https://commons.wikimedia.org/wiki/File:Rose_Bowl_aerial.jpg.

Blue Tit Clipart, by Tanya Hall. Public Domain. PublicDomainPictures.net.

http://www.publicdomainpictures.net/view-image.php?image=129730..

“MBTA Boston subway map”, by Citynoise. CC BY-SA. Wikimedia Commons.

https://commons.wikimedia.org/wiki/File:MBTA_Boston_subway_map.png.

“2013 unofficial MBTA subway map by Michael Kvrivishvili” , by Michael Kvrivishvili. CC BY

2.0. Wikimedia Commons. https://commons.wikimedia.org/wiki/
File:2013_unofficial_MBTA_subway_map_by_Michael_Kvrivishvili.png.

Westland Lysander, by Emoscopes 23:36, 28 April 2008 (UTC) (self made using
XaraXtreme). CC BY 3.0. Wikimedia Commons. https://commons.wikimedia.org/wiki/
File:Westland_Lysander.png.

By American Fact Finder by the United States Census Bureau. Public Domain. American
Fact Finder. http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

By American Fact Finder by the United States Census Bureau. CC BY 2.0. American Fact
Finder. http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

By skeeze. Public Domain. Pixabay. https://pixabay.com/en/

bicycling-riding-bike-riding-1814454/.

264
 By American Fact Finder by the United States Census Bureau. Public Domain. American
Fact Finder. https://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml.

By United States Census Bureau. Public Domain. American Fact Finder.

https://factfinder.census.gov/faces/nav/jsf/pages/.

By United States Census Bureau. Public Domain. American Fact Finder.

http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

Flag of Colombia, by SKopp. Public Domain. Wikimedia Commons.

https://commons.wikimedia.org/wiki/File:Flag_of_Colombia.svg.

By American Fact Finder. Public Domain. American Fact Finder.

http://factfinder.census.gov.

By United States Census Bureau. Public Domain. American Fact Finder.

http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

By United States Census Bureau. Public Domain. American Fact Finder .

http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

Shrimp in aquarium, by uzilday. Public Domain. Pixabay. https://pixabay.com/en/

shrimp-cherry-shrimp-aquarium-99521/.

Paper ream , by Bluesnap. Public Domain. Pixabay. https://pixabay.com/en/

paper-ream-stack-tiered-white-224223/.

Stack of books, by Hermann. Public Domain. Pixabay. https://pixabay.com/en/

books-education-school-literature-441866/.

“Steiger Ferris Wheel 1102009 1”, by Zonk43. Public Domain. Wikimedia Commons.
https://commons.wikimedia.org/wiki/File:Steiger_Ferris_Wheel_11102009_1.JPG.

By US Geological Survey. Public Domain. US Geological Survey. https://calval.cr.usgs.gov/

rst-resources/sites_catalog/radiometric-sites/lake-tahoe/.

By United States Census Bureau. Public Domain. American Fact Finder.

https://factfinder.census.gov/faces/nav/jsf/pages/.

Cheese Balls, by Andrew Stadel . CC BY-SA. Estimation 180.

Attributions 265
 http://www.estimation180.com/.

By United States Census Bureau. Public Domain. American Fact Finder.

http://factfinder.census.gov/faces/nav/jsf/pages/
searchresults.xhtml?ref=geo&refresh=t&tab=map&src=bkmk.

266
Notes
Notes