Students solve word problems that include measured attributes and units (e.g., dollars for cost, degrees Kelvin for temperature, grams for mass, and pounds for weight) in the Practice Adding and Practice Subtracting activity pages. The activity pages present numerical contexts such as "Desmond bought a shirt for $48 and a sport jacket for $127.49" and "An iron bar was heated to a temperature of 1037 degrees Kelvin," which require students to add or subtract the given quantities. Several example problems explicitly show units alongside the numbers and answer keys include the units in final answers.

Students solve word problems that include measured attributes and units, for example finding area in square feet (80 ft × 55 ft), total pages (52 pages × 850 copies), weights in pounds (175 × 0.01 lb), and money (e.g., $125 × 48 weeks). The answer key and practice problems show numerical results with units (e.g., 4,400 square feet; $6,000; 1.75 pounds). Several activity pages ask students to compute products for real-world quantities that implicitly identify an attribute and its unit.

Students solve numerous word problems that include explicit units (pounds, liters, ounces, grams, dollars, pages) and are instructed to include unit labels in their answers (Basic Skills Review asks for unit labels such as "inches" or "centimeters"). Students perform division in context (e.g., 54 pounds ÷ 4.5 pounds per watermelon, $127 ÷ 2) and report results with appropriate units (watermelons, dollars, cups, boxes). Several activities require interpreting remainders in real-world contexts where students decide whether to include, discard, or convert remainders using decimals in monetary or measured units.

Students compute counts of items (e.g., 5 candy bars × 12 friends = 60 total) and determine the number of packages needed based on package size (e.g., multiples of 22 and buying 3 packages). Students calculate monetary amounts (price per package × number of packages = total cost) and compute cost per goody bag by dividing the grand total by 12, and they work with sales tax by converting a percent to a decimal and multiplying by the total. The provided price list and planning table use explicit units (pieces, packs, dollars) that students use in their calculations.

Students solve many contextual fraction problems that include explicit units (hours, miles, cups, inches, pounds) and are instructed to include unit labels in answers (Activity 6: "be sure to simplify fractions if needed, and include unit labels"). Activity 5 connects fractions to measurement tools (ruler, measuring tape, measuring cup) and asks students to plot fractional points on a number line to read measurements. Multiple word problems ask students to compute totals or differences of measured quantities (e.g., time practiced in hours, distance walked in miles, cups of sugar, pounds of dog food).

Students represent real-world attributes with signed numbers in multiple activities: temperatures are written as (−)128.6 °F and +134.1 °F and students are asked what zero represents for temperature; a scuba diver depth is represented as (−)400 feet with 0 defined as the surface; financial debt is written as (−)$218.72; building floors use negative floor numbers with G replaced by 0; and a trivia scoring system uses +10/−10 points so students compute counts and identify last place. The atomic charge item labels charges as +1 and −1 and asks what a value of zero means (neutral).

Students work with contextual quantities that name attributes and units: temperature (degrees Fahrenheit) and distances (miles, feet) appear in several word problems where students compute differences. Students are asked to explain in words why one temperature is colder than another and to use number lines as models for measuring distances (e.g., "The number zero shows the starting point for measuring west and east"). The materials explicitly note units in answers (e.g., 61.5 degrees Fahrenheit, 48.8 feet, 15 miles) and treat absolute value as distance from zero.

Students are given explicit descriptions of coordinates as measurements: the ordered pair (6, 4) is described as "six units to the right and four units up," and instructions repeatedly refer to moving a given number of units along the x- and y-axes. The Deon's map activity states that each grid square represents one city block and asks students to trace routes by moving a specified number of blocks (e.g., five blocks west and three blocks north). A question asks students to explain how a map is related to a coordinate plane, noting both show distances from a set point and the directions measured (up/down, left/right vs. north/south, east/west).

Students are given contextual problems that identify the attribute being measured as distance (e.g., bus stop map where "Each grid line represents one mile") and are asked to calculate how many miles or blocks are traveled. Students practice measuring horizontal and vertical distances by counting grid units or using coordinate differences and then adding those distances (examples: bus stop A to B, B to C; rectangular garden sides). The materials and answer keys repeatedly require or model unit labels (miles, blocks, "units") and include prompts and parent notes to "include unit labels."

Students are asked to include correct units on word problems (e.g., area in square inches, perimeter in cm) and many problems present quantities with units (cups, ounces, miles, hours, feet) so students must write answers with appropriate units. One item about a metal rod asks students to state the number that describes how much of the rod is underground and to explain what zero represents (the ground). The parent/teacher directions repeatedly remind students to write number sentences for word problems and to include correct units where needed.

Students repeatedly work with locations on a coordinate plane: the game grids are labeled from -12 to 12 with tick marks, and students call out and plot x-y ordered pairs to indicate locations. The Parent Plan and skills list ask students to "understand signs of numbers in ordered pairs" and to "find and position pairs of integers and other rational numbers on a coordinate plane," which directs students to interpret what is being measured (location) and how (ordered pairs). The prompt "How does a coordinate system make it possible to accurately specify locations (i.e., points)?" explicitly asks students to consider the method of measurement.

Students work with contextual ratio problems that include explicit units, for example writing the ratio of flour to milk in cups (recipe: 3 cups flour to 1 cup milk), the blueberry pie problem (4 cups of blueberries to 1 cup of sugar), the floor cleaner problem (50 ml cleaner to 5 liters water scaled to 200 ml -> 20 liters), and hours spent on piano vs. soccer (12 hours to 9 hours). Student activity pages ask students to write ratios in three forms and to represent them as images for these real-world quantities, so students record numerical attributes alongside their context.

Students repeatedly work with contextual counts (e.g., pizza slices, cracked bottles, pens, puppies, toppings) and write numerical relationships such as 5:12, 5/12, or 5 to 12. Students draw pictures and express ratios in words and numbers that name the objects involved (e.g., 'cracked bottles', 'toast and eggs'), which implicitly identifies what is being measured. Several problems require converting between equivalent ratios and interpreting counts in context (e.g., 6 boys corresponds to 15 girls for a 2:5 ratio).

Students work with tables and graphs that label attributes (for example, columns titled "Minutes" and "Number of catalogs," and axes labeled for plotting), and they fill in and plot numeric pairs such as (5, 2), (10, 4), (15, 6). Several problems use explicit units in context (minutes, dollars, meters, cups, lemons) and the Basic Skills Review directs students to include unit labels in answers. The lesson also asks students to label axes and complete tables, which requires recognizing what quantity is being measured.

Students repeatedly work with examples that name attributes and their units (e.g., miles per hour, beats per minute, calories per chip, dollars per quart/ounce) and are asked to express rates in those units. Activity 3 explicitly directs students to write a ratio and "label which part of the ratio stands for which amount" (e.g., labels "quarts" and "price"). The quiz and practice pages present a data table (Number of Hours | Calories Burned) and problems that require students to interpret the attribute values and compute unit rates (e.g., pages per hour, calories per hour).

Students work with contextual percentage examples such as "71% of Earth's surface is covered by water," converting real-world statements into percent, fraction, and decimal forms. Activities ask students to interpret percentage contexts (e.g., Rory's 3 out of 10 games = 30%, Gilly's $0.83 as a percentage of a dollar, 75% of musicians play string instruments). The materials remind students to include unit labels on answers when appropriate and use % as the unit for percentage quantities.

The lesson has students create an Interactive Notebook page that organizes unit conversion ratios and requires them to decide whether each ratio refers to the customary system, the metric system, and whether the units measure length, weight/mass, or capacity. Activities and problems require students to identify the unit given in a contextual situation (e.g., pencil length in centimeters, hamster weight in ounces) and to set up equivalent ratios with matching units in numerators/denominators. The problems and answer key repeatedly require students to state both the numerical measurement and its unit when converting (e.g., 19 centimeters = 190 millimeters).

Students solve many problems that require specifying and converting units: they convert inches to centimeters and pounds to ounces using double number lines, compute speed in miles per hour, and find unit prices per pound or per rose. The matching and definition activities ask students to identify and use terms such as "unit rate," "unit price," and "unit conversion," reinforcing the concept of a quantity per unit. Several word problems and answers explicitly present results with units (e.g., 9.5 miles/hour, 112 ounces, 20.32 centimeters, $1.29 per pound).

Students are instructed to record package size including units on the data collection tables and to ensure at least one product has package options measured in different units, requiring conversion. Step Three directs students to calculate unit price by dividing price by number of units and to make each ratio represent the same unit of measure (example: price per fl oz). The lesson provides a concrete conversion sequence (gallons → quarts → pints → cups → fl oz) and shows unit-price ratios written as "$4.98 over 64 fl oz" and resulting "$0.08 per fl oz."

Students are asked to include unit labels in their answers on the Basic Skills Review (e.g., the prompt: "be sure to simplify fractions if needed, and include unit labels. For example, if a problem is about perimeter, your answer should include a unit of length such as 'inches' or 'centimeters.'"). Students solve context problems that involve measurable attributes and units, such as finding the weight per box in pounds and computing push-ups per minute. Several practice items require interpreting quantities in context (weight, time, rates) and providing answers with appropriate units.

Students solve contextual word problems that include measurable attributes and units (e.g., a plant measured 40 centimeters; bird seed in cups; miles canoeed; dollars earned; feet of wood) and identify the unknown value to represent with a variable. Students are directed to "identify the unknown value," "find the remaining numerical information," and write equations such as 5n = 40 that connect the variable to a measured quantity. Students practice substituting solutions back into equations to check that the numeric value with its unit makes the contextually stated equality true.

Students read and solve word problems that name measured quantities and units (e.g., Abby's snowfall problem uses inches per week; Theo's flour problem uses kilograms; Tanya's money problem uses dollars). The activity instructions tell students to "identify the unknown value" and to represent that unknown with a variable (for example, representing weekly snowfall in inches as n). Several problems and the answer keys explicitly state units when forming equations (e.g., 3n + 4 = 19 inches; n/8 + 1.6 = 10.6 kg).

Students work with multiple contextual examples that name the attribute and its units: the driving example labels t as time in hours and d as distance in miles (d = 45t), the Kevin paycheck and Ron biking problems present hours (x) and dollars or miles (y) with units ("$10 per hour", "5 miles per hour"), and the freezer/temperature task uses degrees (y = x - 2). Activity prompts ask students to identify the independent and dependent variables in these contexts and to create tables and graphs with axes labeled (e.g., Hours Worked vs. Money Earned). The sortable chart and examples also list real-world attributes such as "measure shown on a scale," "sales tax paid," and "total cost of items bought," linking variables to measurement contexts.

Students are asked to brainstorm numerical facts about themselves that name specific attributes (age, family size, time practicing an instrument, distance to a place, height, shoe size, money earned) and to turn those facts into equations and inequalities. Students must create an answer key that restates facts in natural language (for example, turning n + 3 = 15 into "My birthday is March 12"), and examples in the materials include units in context (e.g., "$" for money, "hours" for practice). Students must produce at least one independent/dependent variable equation and provide a description of the relationship (fill in "as x increases/decreases, y ____").

Students receive step-by-step instructions for using a protractor to measure and draw angles (Activity 3) and practice aligning the protractor midpoint, choosing the correct scale, and reading the degree measure. Student activity pages ask students to estimate and then measure each angle and to label their answers with the degrees symbol (e.g., 45°). The lesson also instructs students how to find and draw reflex angles by computing the complementary measure (360° minus the known angle), showing an alternate measurement procedure when the protractor cannot measure directly.

Students are asked to define area and perimeter (Questions #1–#2; "Things to Know"), explicitly describing area as the number of square units that fit inside a 2‑D figure. Students measure base and height with rulers and by counting grid units, count unit squares on shapes, and use those measures to compute area (Activities, die‑cut and grid tasks). Students are also asked to include unit labels and to use exponent form for area units (cm2, in2), and to convert units in word problems (e.g., feet to inches for the pavers problem).

Students measure circumference and diameter of die-cut circles using a tape measure and ruler, record the numerical values, and compute the ratio C/d (Activity 1). Definitions and prompts ask students to identify circumference as the distance around a circle and radius/diameter as linear distances, and explicitly instruct students to include units (cm, mm, in.) and note that circumference is a linear measurement while area uses squared units (Activities 1, 2, 4). Instructions in Activities 3 and 4 have students measure the radius in centimeters, use C = 2πr and A = πr^2 to compute values, and record units for circumference and area.

Students work with many measurement situations that name the attribute and its units: examples include Mia's garden (linear measures given in meters and centimeters), scale factors expressed as 1 cm/4 ft and 1 in/5 ft, and problems converting a 6 in drawing to feet for a fort. Activities require use of rulers and grid blocks to draw and measure lengths (e.g., draw a 6 cm by 4 cm butterfly and enlarge/reduce it) and the Basic Skills Review explicitly instructs students to include unit labels in answers. Several problems require converting between units (meters to centimeters, inches to feet) and computing actual lengths and areas from scale drawings using those units.

Students are instructed to create and measure angles using a protractor (Make an Angle, Draw a Triangle) and to record specific angle measures on problem/answer cards. The sample "Measure a Reflex Angle" planning card explicitly tells students to measure the smaller angle with a protractor and subtract from 360° to find the reflex angle, using degrees as the unit. Students are asked to write explanation/tip cards that describe how to find measures and to include the measure on problem and answer-key cards.

Students are asked to identify "what is measured when surface area is found" and to distinguish surface area from volume, describing surface area as the amount of space covered by the outside of a 3D solid. Students measure dimensions on nets with a centimeter ruler and compute the area of each face, then add those face areas to find total surface area. The materials repeatedly specify and use square units (cm2, in.2, mm2) and instruct students to include unit labels when reporting areas.

Students are asked to define and explain volume as "the measure of space inside a three-dimensional shape" and to contrast it with surface area (Wrapping Up and Things to Know). Students measure solids with a ruler and count unit cubes (including fractional unit cubes) to determine volume, and they are repeatedly instructed to include cubic units in answers (Activity 1, Activity 2, Student Activity Pages). Several problems require converting mixed numbers and fractions to find dimensions and to report volume in units such as cm3, in3, and ft3 (Activity 2 examples and Answer Key).

Students are repeatedly asked to identify which attribute to measure (e.g., "Does Bob need to know the surface area or volume?"; Mr. Hicks, Bentley, sculptor, and Joaquin problems). Students set up and carry out the measurement procedures using explicit formulas (V = l × w × h, SA = 2lw + 2lh + 2wh, SA = 6s^2) and worked examples show the calculation steps. The materials instruct students to include unit labels and the answer keys display units consistently (in^3, in^2, cm^3, cm^2).

Students solve many problems that require calculating surface area and volume and writing answers with units (e.g., nets with dimensions in cm and in, a rectangular prism with 4 cm × 2 cm × 4.5 cm, Kareem's paint problem in feet and square feet, Bella's flute case with base area in in² and volume in in³). Several items explicitly instruct students to provide surface area and/or volume "including units" and to compute areas of cross sections (e.g., butter slice area, triangular prism base area). The unit review also asks reflective questions such as "What is measured when surface area is found?" which asks students to think about the attribute being measured.

Students are instructed to measure shapes using square units, with each square of the graph paper designated as one square unit and to round dimensions to the nearest whole or half unit. Students complete Surface Area and Volume sheets that provide formulas (e.g., A = l × w, V = l × w × h) and labeled spaces for recording "Surface Area:" and "VOLUME:" calculations. The answer key and parent notes explicitly list results with units such as "units squared" and "units cubed."

Students are asked to identify the specific attribute in multiple activities (e.g., "time spent practicing chess" for the chess team) and to state whether the data are numerical or categorical. The lesson explicitly directs students to name the measuring unit for numerical data (e.g., hours for practice time; years for ages of presidents) and notes that numerical data require a unit of measurement. Activities prompt students to indicate how data were collected (primary vs. secondary), which relates to describing how the attribute was measured.

Students are repeatedly prompted to identify the attribute in statistical questions (e.g., "fish length," "number of hours players sleep each night," "number of cashiers at grocery stores"). Students choose or revise questions to ensure the attribute is measurable (for example selecting "How many hours do you usually sleep each night?" rather than a yes/no question). The lesson also tells students to "carefully define the attribute of the data" and the Basic Skills Review reminds students to include unit labels in numeric answers.

Students are prompted to identify the attribute in multiple activities (e.g., "What is the attribute for this data set?" for runners, car colors, bedtimes, push-ups, and dog heights). The dog-heights example explicitly describes how the data were collected ("takes a tape measure…measured in inches") and the dot-plot instructions require a title and labeled number line (e.g., "Dog Heights (inches)"), showing units. Several student tasks and answer keys include units of measurement (minutes for race times, inches for heights, push-ups in one minute) and ask students to add titles/labels that state the attribute and units.

Students are asked directly to identify the attribute in the camp attendance activity (Question 1: 'What is the attribute for the data set?') and to give a title that shows the attribute (e.g., 'Camp Attendance Per Session' and 'Daily High Temperatures'). The Marco temperature scenario states how the data were collected ('Marco measured the daily high temperature outside his house for two weeks') and the write-up uses degree symbols when reporting lowest/highest temperatures (78°, 91°). The Parent Plan and activities require students to create and interpret stem-and-leaf plots from contextual descriptions of measurement (number of campers per session, daily high temperatures).

Students are asked to identify the attribute in multiple activities (e.g., "What is the attribute of this data set?" for daily high temperatures and for employee salaries). Several graphs and descriptions explicitly label the measured attribute with units, for example "Daily High Temperatures (in °Fahrenheit)", "Employee Salaries (in thousands of dollars)", "football player heights, measured in inches", and "Camper Ages (years)". The Parent Plan skill list also explicitly states that students should "Describe the nature of the attribute under investigation, including how it was measured and its units of measurement."

Students work with many labeled contexts that identify the attribute and units, for example a dot plot labeled "Ages (in years)", a stem-and-leaf titled "Movies Watched in a Year", a stem-and-leaf of daily temperatures given in °F, tree heights given in feet, weekly allowances in dollars, and player weights in pounds. Student tasks ask them to list data values from frequency tables or graphs and compute mean, median, and mode for these context-rich data sets.

Students work with context-labeled data sets that name the attribute and its units (e.g., "number of shipping boxes filled at each orchard over a week," "SNAKE LENGTHS (IN INCHES)," "GALLONS OF WATER USED," and "Hours Worked in One Week"). Several questions ask for context-specific answers that include units (for example, "What was the minimum number of gallons of water used?" and calculations of mean/median for labeled attributes). The Skills and Parent Plan sections also state that students will summarize data in relation to their context.

Students are asked directly to name the attribute in the candy activity: "What attribute is going to be studied? The number of each candy color in the package." The word‑length activity tells students exactly how the attribute is measured (count every 20th or 15th word and count letters) and records the result as mean letters per word (e.g., 655 letters ÷ 183 words ≈ 3.6). The food‑truck task records amounts as "Sales (in dollars)" and shows the owner measuring every fifth customer, with a histogram labeled "Money Spent (in dollars)."

Students work with a heights activity that labels the x-axis with height ranges and explicitly gives units in inches, and they answer questions about values between 55 and 60 inches. Students analyze pumpkin and zucchini data whose axes or descriptions identify weights in pounds and counts of zucchini, and they create stacked dot plots and compute means and mean absolute deviations for those numeric attributes. The lesson opener and examples list attributes with implied units (minutes for medicine effect, gas mileage, days to sell a house) and a box-plot activity compares monthly adoptions over a year, giving context for the attribute being counted.

Students are repeatedly asked to identify the attribute of data sets (e.g., "What is the attribute of the data set?" for the fishing rodeo and movie-theater surveys). One scenario explicitly describes how data were collected and labeled the attribute with units: the luggage-weights task states that weights were recorded for every 20th piece of luggage and the stem-and-leaf plot is titled "Luggage Weight (in pounds)." The parent/skills list also states that students should describe the nature of the attribute, including measurement and units.

Students are prompted in Step 1 to record the attribute being studied and the population. Step 2 explicitly asks students to describe their methods of data collection, details, and the unit of measure. The presentation requirements instruct students to include the statistical question, its attribute, the population, and their method(s) of data collection and unit of measure.

Students solve contextual problems that require use of measurement units (e.g., hours and dollars in the Mario weekend-hours problem; feet and square feet in the rug area problem; pounds in the trail-mix and fabric problems). In the ratio activity students write ratios in different forms, identify ratio types (part-to-part, part-to-whole), and compute unit rates (train speed in miles per hour, unit price in dollars per pound). These tasks require students to work with and apply units when computing quantities and rates.

Students are prompted to consider what is measured for surface area and volume in the "Ideas to Think About" section. Several problems require computing measures with given units (e.g., area of a 3.5 in by 2.8 in rectangle reported as 9.8 in^2; circle problems use cm and ft and compute circumference and area with units). The answer keys explicitly show units for each computed quantity, reinforcing unit labeling.

Students solve contextual problems that name the attribute and its units (e.g., temperature changes in degrees °F per hour, submarine descent in miles or meters per hour, money in dollars). Activity prompts require students to write equations and state results with units (e.g., "(-)5 feet below sea level," "-14°F," "$8 left"), and answer keys model labeling answers with the appropriate units. Several tasks ask students to interpret the meaning of their numeric answers in context (e.g., average loss per day, amount owed per person), which has students connect the number to the measured attribute.

Students solve real-world word problems that state attributes with units (e.g., a square tile floor with area of 225 square feet asking for side length; ∛1000 = 10 cm; √196 = 14 inches). The review instructions explicitly tell students to include unit labels in their answers. The answer keys and activity problems consistently show results with units (feet, inches, cm, meters, people), and students practice deciding whether to use an exponent or a root based on context (area → square root, volume → cube root).

Students match real-world quantities to appropriate metric units (Activity 3: Choosing the Best Units) and convert between units using a provided metric conversion chart. Students are asked to express measurements in scientific notation and to write quantities in base units (meters, grams, liters) when using scientific notation. Several activity pages require students to choose units for items (e.g., length of a classroom, weight of a grain of sand) and to show work converting units and writing answers in scientific notation.

Students work directly with measured attributes and units in multiple tasks: Phase 1 gives cell lengths in meters and cell densities in cells per ounce for comparison and ratio calculations; Phase 2 presents DNA segment lengths in micrometers for classification; Phase 4 gives a fish weight in kilograms to convert to a fraction; Phase 5 gives temperatures in °C and submarine depths in meters for range, average, and final-depth calculations.

Students work with explicit measured attributes and units throughout the project: temperature differences in °C (Average Temp, Days Below -20°C), sunlight hours per day and wind speed in km/h, energy in kWh (heater energy, solar and wind outputs, fuel cell energy 7×10^2 kWh converted to 700 kWh), drop zone area in m², distances in km, monthly supply weight in kg, and cost in USD per kg. Tasks direct students to use formulas tied to those units (e.g., A = πr² for drop zone area, converting scientific notation to a whole-number kWh, computing kWh per hour/day/year), and data tables are labeled with the units students must use in calculations.

Students repeatedly set up ratios with explicit labels and units (e.g., "3 blue/2 red = x blue/12 red", "120 miles/3 hours = x miles/5 hours", and cost problems like "3 tacos / 9 dollars = 9 tacos / x dollars"). Instructions and tip boxes emphasize using labels to match quantities ("Labels help you make sure you're comparing the right things"), and many activity pages require students to write fractions with units and solve for unknowns. Examples include area in square feet, gallons, miles, hours, dollars, and counts of items, so students practice pairing an attribute with its unit in each problem.

Students are instructed to "set up your fraction with labels" and to "label your answer," with multiple worked examples showing units such as miles per hour, $ per ounce, laps per minute, and sheets per second. The lesson repeatedly directs students to "identify the measurement unit" (e.g., ounces, grams, cups, liters) in the Grocery Store Bonus and other activities. Instructions for dividing labeled fractions note that "labels flip too," and many activities require students to state the unit rate with its units (e.g., $0.83 per apple, 60 miles per hour).

Students repeatedly identify the variables and their units in context (e.g., "y represents the distance traveled in miles, and x represents the time traveled in hours" for the 60 miles in 1 hour car example; faucet and water-tank tasks label y as liters and x as minutes; word problems and answer keys state rates such as k = 4 liters/minute or k = 3 dollars/pound). The Optional Extension asks students to record measurements in a table labeled "Time (seconds) or Number of Items (x)" and "Measurement (y)," and many activity pages direct students to write equations y = kx after finding k = y/x with units noted. Several student tasks explicitly require students to identify the attribute (pages, distance, liters, cost) and give the associated unit when setting up problems.

Students are repeatedly asked to label axes with units (e.g., y-axis labeled "Miles Covered (mi)", x-axis labeled "Hours Worked") and to identify the independent and dependent variables in context. Several activities require finding and naming the unit rate with its units (for example, "$12 per hour", "50 miles per hour", "0.2 inches per hour"), and one activity explicitly asks students to "Identify the unit of measure (UoM)". The parent/skills notes ask students to explain what a point (x,y) means in terms of the situation (with attention to (0,0) and (1,k)), tying the attribute being measured to its numeric values and units.

Students define variables with units in multiple activities (e.g., t = total cost, p = price per item, n = number of items; a = total area painted (square feet); c = calories per minute, m = minutes). Tables and problem headings explicitly show units (e.g., "Number of Tickets (n) / Total Cost (t)", "Hours (h) / Total Area Painted (sq ft)") and review directions tell students to include unit labels. Tasks ask students to compute and interpret unit rates and to explain what a point like (1,5) represents, which reinforces identifying the measured quantity and its units.

Students apply formulas such as Sales Tax = Price × Tax Rate, Gratuity = Tip Percentage × Original Bill, and Commission = Sales Amount × Commission Rate. Multiple worked examples and problems show amounts in dollars (e.g., $15 book → $1.05 tax → $16.05 total; $200,000 × 0.012 = $2,400 property tax), and students convert percent rates to decimals before multiplying. Activity pages ask students to show work and compute tax, tip, and commission amounts and to work backward from totals to original dollar amounts.

Students calculate discounts and markups by multiplying original prices (given in dollars) by percentage rates and then subtracting or adding the resulting dollar amounts (e.g., $50 hoodie with 30% off, $100 sneakers with stacked discounts). Students apply the percent-change formula ((New - Original) ÷ Original × 100) to find percent increases and decreases for specific dollar amounts (e.g., $80 → $100 as a 25% increase). Activity pages and answer keys present and require use of dollar units ($) and percentage notation (%) in students' computations.

Students work with contexts that name the attribute and give units (e.g., tree height in feet, book weight in pounds, boiling point in °F, price in dollars, speed in mph, desk length in feet). In the simple interest tasks, students use principal in dollars and time in years when computing I = Prt. The percent error examples and answer key show actual and estimated values with units and have students compute percent error from those labeled measurements.

Students are asked to compute unit rates in several problems (e.g., "Find the unit rate: 5/6 mile in 2/3 hour," "If a car travels 60 miles in 1.5 hours, find the unit rate") which require giving a rate with units such as miles per hour. Students interpret points on proportional graphs (e.g., questions asking what (0,0) or (1,4) represent in a cost vs. items context and a parent note that students should "Explain what a point (x, y) on the graph of a proportional relationship means"). Problems with map scale, recipe ratios, and price-per-item scenarios (e.g., "1 inch = 5 miles," "3 shirts for $18," "2/3 cup sugar per 1/4 cup flour") require students to express quantities using appropriate units.

Students are asked to record prices and compute unit prices (e.g., $____ per lemon, $____ per pound) and to use unit rate formulas to find price per lemon and price per pound. Graphing tasks require students to label axes with the number of lemons (x-axis) and total cost (y-axis) and to plot lines for each store, highlighting which line is the flattest (lowest cost per lemon). In the recipe/proportions section students identify variables and units explicitly (x = number of cups, y = tablespoons of lemon juice or sugar) and write equations in the form y = kx with k described as the unit rate.

Students set and use variables with clear units (e.g., r = number of rides) and write expressions that use dollar amounts (e.g., Total Cost = 25 + 3r, Selling Price = 60 × 1.50). Students identify rates and units such as sales tax rates expressed as percentages and convert them to decimals (e.g., 5% → 0.05) and fill in sentence frames like "Sales tax is a ______ of the price of an item that is added to your ______." Students compute final amounts in dollars for tax, discounts, markups, and total costs in multiple problems.

The lesson explicitly defines perimeter as "the total distance around" a shape and shows worked examples calculating perimeter with lengths given in centimeters (e.g., perimeter = 24 cm, solving 54 = 2(l + 6) to find l = 21 cm). Area problems include units of square centimeters (cm²) and students solve for widths/heights using formulas that include those units. The Review Quiz and activity directions instruct students to show work and include unit labels with their answers.

Students plot paired quantities with clear labels (e.g., hours on the x-axis and earnings on the y-axis) and identify what is being measured in each example (earnings, distance, weight, price). Students calculate and interpret unit rates with units in multiple contexts (e.g., $10 per hour, 2 miles per hour, $3 per pound) by dividing y by x and by reading y when x = 1. Activity prompts require students to explain their reasoning about proportionality and to state the unit rate for each graph or real-world scenario.

Students are asked to identify the variables and their units (e.g., "x is time in hours and y is distance traveled", axes labeled Time (Hours) and Distance (Miles)). Multiple activities require students to compute unit rates by dividing y by x (e.g., speed = miles ÷ hours, price per candy = dollars ÷ number) and to read unit rates from equations like y = 4x or y = 0.6x. Worksheets direct students to label axes, create tables with units (cm per book, marbles per second, gallons per minute, dollars per month) and answer interpretive questions about what the slope or unit rate means in context.

Students are introduced to slope as a measure of steepness: "Slope tells you how steep a line is." The lesson tells students how to measure slope by drawing right triangles and counting squares for rise (vertical change) and run (horizontal change): "Count how many squares you move and fill in rise and run with a '+' or '−' sign." Graphs show axes labeled with numbers and instructions to use lattice points, so students measure changes along the grid.

Students work with real-world scenarios that name the attribute, its measurement, and units (e.g., Activity 8: "y = 10x + 50" with x representing hours worked and y representing total earnings in dollars; the slope is described as 10 dollars per hour and the y-intercept as a $50 starting bonus). Several other scenarios (phone plan, parking meter, selling lemonade/bracelets, road-trip costs) require students to identify the slope and y-intercept and to write equations that include units (dollars per mile, dollars per hour, cents per minutes). Directions ask students to plot the y-intercept and use the slope to find points, and answer "Why?" questions that prompt identification of what is changing and what stays the same, linking the attribute to its unit of measurement.

Students work with contextual tables (e.g., Hours | Earnings, Days | Cost, GB usage) where they identify slopes, y-intercepts, and write equations (e.g., y = 10x, 30 + 10x = 80 → x = 5 GB). Several problems ask students to interpret unit rates and slopes from tables and graphs and to explain the y-intercept in context (e.g., fitness center joining fee). Word problems consistently use units (dollars, hours, days, GB) and students compute quantities using those units.

Students are asked to write equations using y = mx with y defined as total distance (miles), x defined as time (hours), and m defined as speed (miles per hour). Graphing instructions explicitly label the x-axis as time (hours) and the y-axis as distance (miles), and students plot lines for car (60 mph), train (80 mph), and plane (400 mph). Cost activities require students to write y = mx + b cost equations with distance in miles and cost in dollars and to fill tables showing distance and corresponding costs (e.g., 0, 300, 500 miles). The travel-time pages have students compute times for 500 miles and convert and add delays (minutes to hours), showing how time is measured and reported in hours.

Students identify the attribute being measured as the color the spinner lands on by recording results in tables labeled Color, Tally, and Total for red, blue, and yellow. Students measure that attribute by making tallies and counting the number of times each color occurs across specified numbers of trials (10, 50, 100). Students convert those counts into experimental probability using the formula Number of times it happened / Total number of spins and express results as a fraction, decimal, and percent. Students then use the experimental probability to predict counts for 600 spins by multiplying the probability by 600, implicitly using "number of spins" as the unit.

Students identify the attribute by listing the sample space for each scenario (e.g., {1,2,3,4,5,6} for a die, {Red, Blue, Green} for marbles, or names for a hat draw). Students measure outcomes by tallying counts across repeated trials (e.g., roll the die 30/60/120 times, spin 50 times) and compute experimental probabilities as Number of times outcome occurred ÷ Total trials. Students convert counts to fractions/decimals/percentages and use those measurements to build probability models and make predictions.

The Making Inferences activity gives a concrete example where students work with the attribute "time on phones" (14 of 60 report more than 4 hours per day) and uses that proportion to estimate a population count, explicitly using the unit "hours per day." Other inference problems ask students to use survey, table, or graph data (e.g., hours of homework, favorite fruit counts) to compute proportions and scale them to a larger population. The lesson repeatedly frames data as coming from surveys/samples, so students handle attributes drawn from measured responses.

Students record and label the measured quantity in each activity (e.g., columns titled "Pulls Until Blue," "Number of Songs Listened," and "Rolls to Find 1st Green Book"). Instructions tell students to count how many pulls/rolls/visitors occurred until a target event and to record those counts for each trial and compute averages or frequencies. Reflection questions ask students to report averages, counts, fractions, and percents based on those measured counts.

Students work directly with attributes (size, color, sex) from the "Meet the Dogs" chart and list outcomes such as {Male, Small, Brown}. Students compute probabilities using counts (e.g., number in group ÷ 60 × 100) and record percentages for each size/color combination in the Probability Model. Students are asked to explain each event placement on the probability line and to show "in the data" why an event is likely or unlikely. The simulation asks students to record counts of rolls until a target outcome, reinforcing measurement by counting trials.

Students are asked to label axes with specific units (e.g., x-axis: time in hours; y-axis: Sylvia's height in feet) and to plot points using given rates (e.g., 4 feet per hour, 2 meters per minute). Multiple graphs and scenarios explicitly show axis labels and units such as hours, minutes, feet, meters, temperature, and money earned. Activities require students to translate verbal descriptions that include measurement rates and units into plotted graphs (e.g., Timmy the Turtle's meters per minute and Bella's meters per minute).

Students interpret intercepts in real-world contexts and write what the intercepts represent, for example identifying the y-intercept as (0, 50) meaning $50 at the start and (0, 20) meaning 20 ounces of water at 0 miles. Activities ask students to explain what intercepts mean in word problems (movie tickets, walking/water), and the basketball example links y-intercept to starting height and x-intercept to horizontal distance. Several answer keys explicitly state intercepts with units (dollars, ounces, miles).

Students work with at least one real-world table that labels x as minutes and y as miles and are instructed: "Each table shows how far a subway train is from the station (y) after a certain number of minutes (x)." In the Table to Equation example students compute the slope and explicitly interpret it as 1/5 mile per minute and convert it to 12 miles per hour. Students are also directed to look for the y-value when x = 0 to identify the y-intercept (the starting measurement).

Students are asked to name variables and identify what is being measured (e.g., "Let h = number of hours (input)" and "Let P = number of pages read (output)"). They compute and state rates with units such as "Rate of change (slope) = 15 pages per hour," "Liam earns $6 per chore" and write functions with monetary units (A = 6c + 12, C = 3h + 5). The cooking activity has students record ingredient amounts in cups, tablespoons, eggs and write functions (e.g., F = 0.5s) that show units per serving.

Students read axis labels and variable definitions (e.g., x-axis = time in minutes, y-axis = distance in miles; x is number of weeks, y is amount of money). Worked examples compute rates with units (Alex: 0.05 miles/min; Bella: 0.067 miles/min; Jordan: −3 dollars/week; Taylor: −3.5 dollars/week) and the Things to Know note explicitly gives miles per minute as an example. Student activity pages repeatedly present quantities with units (meters, seconds, cm, miles, gallons, °F, dollars) and require students to compute slopes or intercepts using those units.

Students interpret contextual graphs and tables that include labeled units (e.g., "Time (months)" and "Total Cost ($)" on the streaming-costs graph, temperature in °C vs. time in minutes for the water experiments). Students compute and report rates with units (e.g., train distance/time table leading to 60 miles per hour, earnings problems producing E = 12h or E = 15h). Students match narrative descriptions of motion (car driving at 40 mph, stops, then 60 mph) to a distance–time graph and explain their reasoning using the rates and time segments.

Students create Yellow Cards with real-world descriptions that ask them to write equations and identify rates of change (examples include Emma earning $10 per hour, temperature dropping 3°F per hour from 70°F, and a car driving at 60 miles per hour). Blue Card examples ask students to match equations to real-world contexts (e.g., money earned per hour) and to identify slope and y-intercept. Parent-plan statements and multiple card types require students to interpret rate of change and initial value from descriptions, graphs, and tables, and to connect units implicitly (dollars, hours, °F, miles per hour).

Students work with numerical side lengths and are asked to calculate new lengths after dilation (e.g., "segment CB is 3.6 units long. How long is C′B′?" with C′B′ = 10.8). Activities repeatedly ask for lengths ("What is the length of NO?", "What is the length of AB?") and instruct students to find new lengths by multiplying the original length by the scale factor. Several example solutions and answer keys include the word "units" when reporting lengths.

Students calculate distances and lengths in multiple activities where the quantity being measured is named and given units (e.g., ladder reaches 12 feet, distances measured in blocks, grid distances given as units). In Grid Problems and examples with coordinate pairs, students form right triangles from the points and compute the hypotenuse as the distance (e.g., A(0,0) to B(6,8) → distance = 10 units). Real-world problem pages instruct students to label answers in specific units (feet, blocks, inches, centimeters), and activity directions ask students to draw the triangle, label the known sides, and use the Pythagorean Theorem to find and record the measurement with units.

The lesson defines volume as "the amount of space a three-dimensional shape takes up" and repeatedly has students compute volume using formulas (V = πr^2h, V = (1/3)πr^2h, V = (4/3)πr^3) with numerical examples that include units (in³, cm³). The lesson explicitly explains why answers are in cubic units and has tasks (design challenge, ice cream party) that require students to label radius/diameter, height, and report volumes with units. Student activity pages and answer keys show students solving problems where they plug in measurements (radius, height, diameter) and produce volumes in specific units.

Students are instructed to measure the dimensions of each solid and calculate the volume, rounding to the nearest inch. The 3D Sculpture Volume Worksheet provides columns labeled Radius (in.), Height (in.), and Calculated Volume (in³) and tells students to use 3.14 for π and how to find radius from diameter. The lesson explicitly requires recording each volume and the total volume in cubic inches.

Students are explicitly told to "use a stopwatch or phone timer and time how long it takes you to complete all 15 problems," with a performance threshold given in minutes ("If it takes you 10 minutes or less"). The recipe/activity pages list ingredient quantities with explicit units (e.g., A: 2 1/2 cups; C: 1 packet (2 1/4 tsp); D: 1 tbsp; L: 2 cloves), so students work with measured attributes and units when following the optional cooking task. The lesson also instructs students to check solutions and compare times, which involves working with measured durations and numeric units.

Students are prompted to define variables in real-world contexts (e.g., "y = cupcakes each person baked" and "Let c represent the number of pounds of chicken") and to write equations that use contextual quantities (e.g., 4(y+2)=16, 50+8.75g=312.50). The Real-World and Advanced Real-World sections list many problems that specify units in the context (dollars, miles, gallons, days) and the directions include "Understand the Problem: What do you know? What are you looking for (the variable)?" and guidance to look for words like "each" and "per." These elements require students to identify what quantity they are solving for and to work with units embedded in the word problems.

Students are prompted to identify the unknown and define a variable (e.g., "What are you looking for (the variable)?" and "Let x = the number of months the person has been a member"). Example problems and activity pages show students writing equations for contextual attributes (months, cm, boxes, miles, GB, friends) and answer keys append units to solutions (e.g., w = 8 cm, x = 15 boxes, x = 180 miles, x = 15 GB). The steps include checking answers in context by substituting the numeric solution back into the original situation.

Students are repeatedly prompted to define variables with their meanings and units (e.g., "Let x = price per pound of peach rings," "Let x = the number of hours worked," "Let y = the total cost (in dollars)"). Examples and the break-even section use explicit measurable attributes (hours, number of movies, pounds, dollars) and show formulas that include units (Total Cost = Rate × Quantity + Fixed Amount). Student activity pages and flowcharts require students to "Define the Variables" as the first step before writing and solving equations.

Several contextual word problems (e.g., Problems 20–23) present attributes with explicit units such as dollars, hours, cups, and classes, and students solve equations to find numeric values for those attributes. The answer key shows students giving solutions with units (for example, h = 6 hours, c = 7 classes, ticket prices in dollars), indicating students interpret numeric results in context. Graphing and system problems provide coordinate values and intersection points that students record as ordered pairs, which implicitly ties numeric results to the variables in the problem.

Students are asked to define variables with units in multiple activities (e.g., "Let n represent the number of months," "Let x = number of miles driven," "Let h = number of hours watched," and axes labeled "Months (m)" and "Total Cost (C in $)"). Graphing instructions explicitly require labeled axes with units and students calculate monthly costs by converting annual fees to monthly amounts (transportation: $2,700/12 = $225 per month). Reflection and interpretation prompts ask students to explain the real-world meaning of intersections and y-intercepts (e.g., "What does the break-even point tell you?" and identifying initial fixed costs from the graph).

Students work with many contextual data sets that name attributes and include measurement information (e.g., turtle ages with MAD reported as about 1.31 years from the mean; a jump-rope activity that states each student had 60 seconds to jump and gives counts; commute times given in minutes; exercise minutes and daily temperatures). The Skills and Parent Plan sections instruct students to summarize data "in relation to their context" and to describe patterns and deviations with reference to how the data were gathered.

Students are asked to identify independent and dependent variables on axes (e.g., "Hours of Study" on the x-axis, "Test Scores" on the y-axis) and to label axes as Independent or Dependent on the Scatterplot Notes activity. Several examples and activity pages show axis labels that include measurement units or scales (for example, "Energy Level (1–10 scale)", "Temperature (°F)", "Watering Amount (mL/day)", and "Plant Height (cm)"), which students read and use to match scenarios and make predictions. Instructions and examples repeatedly refer to variable names and units when students choose variables and interpret graphs (e.g., Practice Time (hrs/week), Hours Studied, Miles Walked per Day vs. Calories Burned).

The lesson repeatedly asks students to label axes, choose scales, and add titles (Step 1 in Activity 1 and Activity 2; parent notes say students "decide on the labels, scales, units, and titles"). Many data tables and example graphs include explicit units and attribute names students plot, e.g., "Test Grade (%)", "Height (inches) vs. Arm Span (inches)", "Temperature (°F) vs. Number of Ice Creams Sold", and "Resting Heart Rate (bpm)". The Weather Watch activity has students collect temperature and humidity from a weather app and record those measurements with labeled units (Temperature (°F), Humidity (%)).

Students are prompted to identify independent and dependent variables with units in multiple problems (e.g., ice cream example labels x as degrees F above 60 and y as number of cones; plant growth uses weeks and height in centimeters; car fuel uses hours and liters). The bird migration activity instructs students to count birds for 10–15 minutes each day, record counts, plot days versus number of birds, and form a linear model in units of days and birds. Several problem pages explicitly ask students to "State independent/dependent variables" and to "Interpret the slope and y-intercept" in words that include units (e.g., "2 additional ice cream cones per 1°F").

Students practice classifying variables as categorical or numerical using examples that explicitly include units (e.g., height in inches, distance in miles, weight in pounds, time in 24‑hour clock). Student tasks require them to explain why an item is categorical or numerical (for example, explaining why ZIP codes are labels rather than measurements). In the survey/design activities, students write survey questions, define categories, and organize collected responses into two‑way tables and relative frequency tables.

Students are repeatedly given variables with explicit units (e.g., study time in hours vs. test scores; caffeine intake in mg/day vs. hours of sleep; temperature in °F and ice cream sales in dollars; mood rating on a 1–10 scale; snack prices in cents, heart rates in beats per minute). Several activities ask students to identify the independent and dependent variables and to label axes, units, and scales (e.g., tasks that direct students to decide on labels, units, scales, and a title for a scatterplot). Question 15 and similar items ask students to classify variables as categorical or numerical and to explain why, which requires describing the nature of the attribute.

Students are instructed to plan specific measurement procedures (e.g., "Use a timer for one-minute jumping jacks" and "Measure heart rate post-exercise") and to record results such as "heartbeats per minute." The Numerical Scatterplot activity explicitly labels axes with units: X-axis = Jumping Jacks in 1 Minute and Y-axis = Heart Rate After Exercise (BPM). The Planning Your Project and Numerical Data Table pages ask students to write their numerical question and document "How will I gather my data?" and include tips to "Keep measurements consistent."

Students solve contextual problems that require naming units and explaining meaning: e.g., Mission 1 asks students to write 9 + (−9) = 0 and give the final position in feet, the submarine problem yields −12 + 7 = −5 and asks for the final position in meters, and the temperature task has students compute −2.5 × 6 = −15 and state that the temperature dropped 15°. Questions 10 and 11 require students to write equations (−45 ÷ 9 = −5 and −72 ÷ 6 = −12) and explain the meaning in context (points per round, dollars owed per friend).

Students compute quantities with explicit units (e.g., speed: miles per hour in Activity 1; flour: cups per batch; map scale: inches to miles in Activity 4). Several prompts ask students to interpret contextual values and points (e.g., "What does the point (0,0) represent?" and "What does the point (1,6) represent?" in Activities 2 and 3). The percent problems instruct students to "include units where appropriate," and answer keys state unit-rate interpretations (e.g., "Each ticket costs $12 per ticket," "k = 15 represents cost per month").

Students read and use labeled variables such as Hours and Earnings ($) and Cost ($) in tables and graphs (e.g., Babysitting Pay, Car Rental Costs). They answer context questions asking what points or parameters represent (e.g., "What does the point (0, 0) represent?", "What does the slope represent?") and identify slope and y-intercept in real-world equations (e.g., delivery service: slope = $18 per hour, y-intercept = $12). Several problems require writing equations with units (y = 14x, y = 75x, y = 40x) and explaining the meaning of slope and intercept in monetary/hourly units.

Students compute experimental probabilities from counted outcomes (e.g., a spinner spun 25 times with yellow landing 7 times asks for 7/25 and a decimal). Students count and use measured quantities to find probabilities in tasks such as the marble problem (3 blue out of 10 marbles), the letter bag (21 consonants out of 26 letters), and the class pet data (Dogs:10, Cats:6, Hamsters:4) to create probability models. The parent plan also discusses approximating probability by collecting data (example: rolling a number cube 600 times), showing attention to measurement via repeated trials.

Students compute and report quantities with explicit units in several items: Unit rate problems (e.g., "4/5 mile in 1/2 hour", "18 miles in 3 hours", finding unit rate from a graph) require answers with miles per hour. A scale/conversion problem (1 inch = 4 miles; how many miles is 7 inches?) and context problems about submarine depth (feet) and money (tax, tip, interest in dollars/percent) also require working with units and measurement values.

Students work with contextual situations (earnings $18 per hour, taxi rides with a starting fee and per-mile charge, bike rental $12 per hour + $10 fee) and are asked to write functions (y = 18h, y = 12x + 10) and to explain what the slope and y-intercept represent. Several prompts ask students to explain the meaning of slope in words and to identify which intercept represents starting cost or when total cost is $0. Answer key language explicitly states interpretations that include units (e.g., "amount of money earned per hour", "starting fee").

Students perform calculations that include units and measurement attributes, such as finding the volume of a cylinder (radius 4 inches, height 10 inches), a cone (radius 3 cm, height 14 cm), and solving for the radius of a sphere given volume in cm^3. Students compute distances between points on a coordinate plane (A(0,0) and B(6,8)) using the Pythagorean Theorem and work with side lengths given in centimeters and units when applying dilations. Several problems explicitly display and require use of units (inches, cm, cubic centimeters) when reporting answers.

In Activity 4 students are prompted to "Define your variables, write an equation or system of equations, and solve," and the provided answer key explicitly defines variables with units (e.g., m = number of months; m = number of movies; m = number of miles; s = student tickets, a = adult tickets, with dollar amounts in the equations). Several real-world problems require students to translate contextual quantities (months, movies, tickets, miles, dollars) into equations and interpret numerical solutions in those units. The answer key shows students interpreting solutions with units (e.g., m = 5 months, m = 9 movies, m = 14 miles).

Students work with contextual data that names attributes and units in several places: Activity 1 asks about minutes spent exercising and has students interpret the median in that context, Activity 2 gives the number of books read and asks for IQR and a box plot, and Activity 4 asks students to identify numerical data as counts. The Parent Plan also includes an explicit example interpreting a linear model with units (e.g., a slope of 1.5 cm/hr). These items require students to interpret measures in the context of what is being measured (minutes, books, scores) and to reason about the meaning of summary values.

The exam includes contextual data prompts that name attributes and units, for example "A student recorded minutes spent reading each day" and the scatterplot labeled "hours studied" vs. "test score," which supply the attribute and units. Several questions ask students to interpret measures in context (e.g., "What is the median and what does it tell you?") and the answer key interprets the median as "about 30 minutes per day." Items also ask students to identify data types (categorical vs. numerical) and compute contextual spread measures (MAD, IQR), which connect calculations to the attributes being measured.