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You did these with your group. Now do them on your own — the model above is yours to copy.

1. 1

   Same stepsFinish what the group started. Use the model above, step for step.

   Let's do one together: A wire is 4 yards long. How many feet long is it? A power cable is 3 meters long. How many centimeters long is it? How many feet match 1 yard? Write it in the first column. (3) Find the scale factor from 1 yard to 4 yards. (4) Multiply 3 feet by 4. How many feet? (12 feet) 1 meter = 100 centimeters. Scale by 3. How many centimeters in 3 meters? (100 × 3 = 300 centimeters)

   My first step is ___ , because the problem asks for ___ .

   Show your work
2. 2

   Warm restartWhich ratio is equivalent to 8:12?

   1. A2:3
   2. B4:8
   3. C8:16
   4. D12:8
3. 3

   Warm restartFill in the missing value: 5:9 = 20:___

   1. A24
   2. B32
   3. C36
   4. D45
4. 4

   Warm restartA ratio table shows 7:4 and 21:12. What was each part of 7:4 multiplied by?

   1. A3
   2. B4
   3. C7
   4. D14

You answered these out loud. Now write them.

Answer, then say how you know — the reason is the part that counts.

1. 5

   Think it throughHow many inches are in 1 foot?

   1. A10
   2. B12
   3. C16
   4. D36

   Why is that the answer?

   I chose ___ because ___ .
2. 6

   Think it throughHow many inches tall is the 7-foot cabinet?

   1. A19
   2. B70
   3. C82
   4. D84

   How do you know?

   I chose ___ because ___ .
3. 7

   Think it throughWill the cabinet fit through the 80-inch doorway?

   1. ANo, because 84 > 80
   2. BYes, because 84 < 80
   3. CYes, because 7 feet is small
   4. DYou cannot tell without the width

   Explain your thinking.

   I chose ___ because ___ .
4. 8

   Back to the modelHow do you decide whether to multiply or divide when converting units?

   When converting from a ___ unit to a ___ unit, I ___ by the conversion factor because ___.

Use the words

Fill each blank with a word from the bank.

• A ratio equal to 1 that relates two units, like 12 inches / 1 foot, is a ___.
• A standard amount used to measure, like a foot or a gram, is a ___.
• Two measurements that name the same amount, like 1 foot and 12 inches, are ___.
• A comparison of two quantities is a ___.

Explain the thinking

1. 9

   Find the mistakeAnother student made this exact mistake in this lesson. Explain why it is wrong, then write what they should have done.

   The mistake: A common mistake in Convert Measurement Units is applying the conversion factor in the wrong direction — for example, converting 4 feet to inches by dividing (4 ÷ 12 = 0.
2. 10

   Say moreHow did you use a conversion factor like '1 ft = 12 in' to fill in the ratio table, and how did you decide whether to multiply or divide?

   To convert ___ to ___, I ___ by ___.
3. 11

   Change one numberGo back to Part 1 and pick one problem you already solved. Change one number in it, then solve your new version. Show every step.

   If ___ changed to ___ , then ___ .

   Show your work

Last check

These two come from Lesson 3.9. If they are shaky, that is the lesson to revisit — not this one.

1. 12

   Show what you knowQuick check — you've got this: Which is the correct conversion of 5 yards to inches?

   1. A15 inches
   2. B60 inches
   3. C180 inches
   4. D540 inches

   Explain your choice.

   I know it is ___ because ___ .
2. 13

   From Lesson 3.9Quick check — you've got this: A store sells 5 notebooks for $8. At this rate, how much would 15 notebooks cost?

   1. A$18
   2. B$20
   3. C$24
   4. D$40
3. 14

   From Lesson 3.9Why must both ingredients be multiplied by the same factor?

   1. ABecause 2 and 3 are both small numbers
   2. BBecause addition would be harder
   3. CSo the total is a whole number
   4. DSo the ratio stays 2:3 and the smoothie tastes the same

Be honest — this tells your teacher what to do next