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Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Part of Major Cluster 7.RP.A

6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.A.3.A

Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.A.3.BSolve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

6.RP.A.3.CFind a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

6.RP.A.3.DUse ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

7.RP.A.2

Recognize and represent proportional relationships between quantities.

7.RP.A.2.A

Decide whether two quantities are in a proportional relationship, e.g. by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

7.RP.A.2.BIdentify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

7.RP.A.2.CRepresent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

7.RP.A.2.DExplain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

7.SP.C.7

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

7.SP.C.7.A

Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.

7.SP.C.7.BDevelop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

7.SP.C.8

Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

7.SP.C.8.A

Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

7.SP.C.8.BRepresent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g. "rolling double sixes"), identify the outcomes in the sample space which compose the event.

7.SP.C.8.CDesign and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?