Students complete a planning table that scales item quantities by multiplying the number per goody bag by 12 to find total needed (e.g., 5 × 12 = 60). Students fill in blank table entries such as number of packages needed by considering multiples of package sizes (the example lists multiples of 22: 22, 44, 66 to decide 3 packages). Students compute missing numeric values for cost by multiplying number of packages by price per package and use distributive notation to show total items (e.g., 12(5 + 3) = 60 + 36).

Students repeatedly plot and record ordered pairs on a coordinate grid with x- and y-axes labeled from -12 to 12, sketch playing pieces in a chosen quadrant, and call out x–y coordinate pairs during gameplay. The Parent Plan and Skills list state that students will find and position pairs of integers and other rational numbers on the coordinate plane. Student activity pages (game sheets and opponent sheets) require marking hits and misses at specific coordinate pairs and tracking those plotted points.

Students practice writing ratios in three forms (words, with a colon, and as a fraction) and complete a table converting among these representations on the "Showing Ratios" page. Students generate equivalent ratios by multiplying or dividing both quantities and write two equivalent ratios for each given ratio on the "Equivalent Ratios" activity page. Students solve real-world scaling problems (bread recipe, cleaning solution, practice hours) that require finding the factor used to scale quantities and computing the corresponding missing amounts.

Students compute and write equivalent ratios in problems such as Ellen selling 12 red pens for every 21 blue pens and reducing 12:21 to 4:7. Students solve for a missing value by scaling in the boys-to-girls problem (if the ratio is 2:5 and there are 6 boys, they calculate 15 girls). Multiple activities ask students to write ratios in different forms and find equivalent ratios (e.g., 2:5 → 6:15; 12:21 → 4:7).

Students fill and use tables of equivalent ratios in multiple activities (e.g., Leo's lemonade table with pairs (1,6), (3,18), (5,30) and Kara's key-chain table). Students are asked to find missing values in these tables (e.g., determine the missing entry (4,24)) and to plot the table pairs on coordinate planes and draw a line through the points. Notes and examples (Nathan catalog, printer example) require students to record table data and transfer those ordered pairs to a graph to solve for given values.

Students use equivalent ratios and rate language to find unit rates (e.g., dividing 216 miles by 4 hours to get 54 miles/hour and finding calories per chip by dividing 156 by 12). Several problems ask students to solve with tape diagrams or double number line diagrams (e.g., Mark & Trisha laps, Tyler mowing vs. washing) and to compare unit prices (strawberries vs. blueberries). A given data table (Uri's hours vs. calories) is provided and students are asked to create a graph from that table and answer questions, which requires plotting pairs from the table.

Students practice equivalent-ratio reasoning when they solve the Basic Skills Review ratio problems (e.g., "won 5 games for every 1 lost" and scaling to find 15 wins when 3 are lost). Students compute unit rates when they find the unit price per ounce by dividing a 14-ounce box cost by 14. Students also complete tables/grids that convert the same quantity among fraction, decimal, and percent forms (e.g., grid entries like 31/100, 0.31, 31%), which reinforces part-to-whole equivalences.

Students are prompted in Activity 1 and the Student Activity Page to create double number line diagrams to find equivalent ratios and to find missing values (e.g., problems asking "What number is 60% of 50?" and "48 is 12% of what number?"). Multiple practice problems and the answer key show students setting up part/whole ratios and making equivalent ratios to solve for unknowns. The lesson repeatedly has students rewrite percentages as fractions and use those equivalent ratios to compute missing quantities.

Students set up and solve unit conversions by forming equivalent ratios and using double number line diagrams (Activity 2). Example problems show students multiplying conversion factors to find missing amounts (3 quarts -> 6 pints; 19 cm -> 190 mm; 5 oz -> 141.75 g), and the student activity sheet asks learners to determine conversion ratios and compute the corresponding values for several items. The lesson repeatedly instructs students to use equivalent ratios or double number lines to find unknown quantities in conversion problems.

Students complete tables with missing values (Problem 10: apples and pies; Tomás models vs. hours) and use those tables to calculate equivalent ratios (e.g., 10 apples → 3 pies, 20 → 6, 40 → 12). Students plot the pairs of values on a labeled coordinate grid (apple-pie graph with apples on the x-axis and pies on the y-axis; Tomás graph of models vs. hours). Students use the completed tables and graphs to answer scaling questions and find missing entries (e.g., how many apples for 24 pies; how many pies from 30 apples).

Students record product data in structured tables with columns for Brand, Price, Number of Units, Ratio, and Unit Price and fill in those blanks. Students set up and solve ratio problems to find unit price (divide total price by number of units) and use multiplication to find total units (e.g., 12 × 8 = 96). Students use equivalent-ratio computations to convert units (e.g., gallons → quarts → pints → cups → fluid ounces) so that all table entries share the same unit for fair comparison. Students compare the unit-price entries in the table and mark the best buy based on those ratios.

The lesson's "Independent and Dependent Variables" section directs students to use variables to represent two quantities, write equations (for example d = 65t), and to "list and graph ordered pairs of distances and times." Activities ask students to "create tables based on equations," complete charts, and "set up a table that shows possible answers" for word problems. The materials tell students to analyze relationships between dependent and independent variables using graphs and tables.

Students create input/output tables for two-variable equations (for example, 2x - 4 = y with x = 0,1,2,3 producing y = -4,-2,0,2 and a table for y = x + 2 with x = -2..2). Students complete and are asked to fill in tables (e.g., complete the input/output chart for 2x + 4 = y and for 2x + 1 = y) and then plot the resulting ordered pairs on coordinate grids. Word-problem activities (y = 15x, 10x = y, 5x = y) have students make tables of whole-number measurements (hours vs. distance or money) and graph those pairs in Quadrant I.

Students are asked to create tables of values and graph solution sets for linear equations (for example, the x - y = 8 activity asks students to create a table and graph the solution set and the y + 5 - 2x = 6 activity provides a table of (x,y) values and a plotted line). Several problems ask students to list and graph ordered pairs that show relationships between independent and dependent variables (for example, the Ms. Crisp and Brandi/Tessa activities require writing equations and listing/graphing ordered pairs). The Unit includes tasks where students identify points that are and are not solutions to given equations.

The project requires students to create at least one equation with two variables (one independent and one dependent) and to include a corresponding table and a description of the relationship (e.g., "as x increases/decreases, y ______"). An explicit example (2x = y) is given and students are instructed that all answers should be whole numbers. The planning notes also request a table for the independent/dependent variable equation and that students answer questions about the two-variable relationships.

Students solve a ratio problem in the Basic Skills Review where they use equivalent ratios to determine how many gumdrops a machine makes in 1 minute given 208 gumdrops in 4 minutes (208:4 reduced to 52:1). The answer key shows students divide both parts of the ratio to find the unit rate, demonstrating work with equivalent ratios and whole-number measurements.

Students complete an "Understanding Circles" chart with columns for Circle, Circumference, Diameter, and c/d, measure three die-cut circles, record circumference and diameter, and compute the quotient c/d for each. They repeat measurements for three circles and are asked to compare the three c/d values and note that they are all close to 3.14, which uses a table to compare ratios (circumference to diameter).

Students use proportional reasoning to find missing measurements in proportions (for example, Mia's garden double number line and the Mia/grasshopper/architect proportion problems where students compute missing lengths from a given scale). Students compute and simplify scale-factor ratios and convert them to percentages on several activity pages (Scale Factor problems and ratio/percent problems 7–10). Students draw scaled rectangles on a provided coordinate grid (Activity 2) and label originals, enlargements, and reductions, placing shapes at specified coordinates in the answer key.

Students set up and solve proportions (for example, using 1/4 = n/8 to find the linear measure of a cross section) and use scale-factor reasoning (squaring the scale factor 1/4 to get 1/16 for areas). Students also use division of total and unit measurements (e.g., total volume ÷ single-item volume to find how many items fit) to find missing quantities, which practices ratio and rate reasoning.

Students are asked to write part-to-whole ratios for each candy color (e.g., 3:10) and to use equivalent ratios to calculate percentages for their sample (Step Three and the example calculation). The activity includes a top table labeled "Color, Ratio, Percentage" and a frequency table for recording counts for the whole population, which students fill in to compare sample and population. Students also create dot plots and a table of word lengths with Sample 1 and Sample 2 columns when analyzing sampling variability.

Students practice writing ratios in different forms and identifying types of ratios (e.g., carrots:peppers, onions:carrots). Students create and use equivalent ratios to solve scaling problems (e.g., making 15 necklaces from a 3:5 rate, finding numbers of large and small dogs from a 2:5 ratio). Students also compute unit rates (train speed, unit price of apples) and separately plot and reflect points on the coordinate plane.

Students set and use equivalent ratios to solve scale problems (e.g., Problem 5 asks them to write 100/800 = 2/n and solve for n). Students compute scale factors by comparing corresponding parts (Problem 4 uses ratios 4/12 and 2/6 to find a scale factor of 1/3). Students apply a scale factor to side lengths to enlarge a figure (Problem 3 requires multiplying each side by 2/1 to get new dimensions).

Students complete and fill tables that convert heater energy between per hour, per day, and per year for each location (Task 1 answer key shows kWh/hour, kWh/day, kWh/year). Students create and use tables of energy production that list solar and wind outputs per day and per year and then compute total annual outputs for each site (Task 2 answer key). Students also fill supply and logistics tables (drop zone area/radius, distance to depot, monthly and yearly delivery and supply costs) and compute missing numeric entries (Task 1–3 of Part 2).

Students set up and solve proportions with whole-number quantities in multiple activities (for example: 3 tacos/$9 → 9 tacos/x, 2 books/3 days → 24 books/n, and 3 blue/2 red → x/12). Students use methods such as the Eyeball Method, multiplication/division, and cross-multiplication to find missing values in those proportions. Real-world word problems (car miles/hours, notebooks/cost, eggs/cakes, gallons/area) require students to write labeled ratios and solve for unknowns using equivalent-ratio reasoning.

Students calculate k = y/x from multiple provided tables (Activity 2 tables with pairs like (4,12),(7,21),(9,27) and (3,12),(6,24),(12,36)) and fill a k column to decide if a table is proportional. Students identify proportional relationships from graphs and find k by selecting points on a line that passes through the origin (Activity 3). In real-world word problems (Activity 6) students create equations y = kx from given rates and use tables/stepwise values to solve for unknown quantities.

Students create tables of values from given proportional situations and equations (e.g., Jim's dog-walking table, y = 4x and y = 12x examples) and are prompted to label axes and plot the table pairs on coordinate grids. Students check for proportionality by testing equivalent ratios in tables (Activity 6 asks them to compute y/x for each row) and use tables to compare unit rates across situations (pools, pizzas, printers, cyclists). Multiple activity pages require students to build tables, plot the (x,y) pairs, draw straight lines through the origin, and write equations in the form y = kx to represent the relationships.

Students complete and fill in multiple tables of values (e.g., Movie Tickets table with missing t-values, Buying Pizza, Buying Apples, Pounds vs Cost, Hours vs Cost) and are instructed to multiply the input by the unit rate to find missing entries. Students write equations in the form t = p × n or y = kx to represent the relationships and use the completed tables to decide if a relationship is proportional. Students are asked to model costs and "create a graph" for the Theme Park challenge and answer multiple quiz items that interpret graphs, identify unit rates from graphs, and identify the constant of proportionality from a table.

Students set up and solve proportional equations to find unknowns (for example, 0.012 × V = $2,400 → V = $200,000 and 1.08 × x = $212 → x = $196.30). Activity pages and answer keys show students calculate percentages as products (sales tax = price × rate; commission = sales × rate; gratuity = bill × rate) and solve backward problems by dividing to find original amounts. The Parent Plan and activities explicitly ask students to apply proportional reasoning to multistep ratio and percent problems.

Students are given multiple tables of x and y values and asked to decide if the relationships are proportional (e.g., Unit Test Problem 4 and review tables) and to find the constant of proportionality from tables (several problems ask for the constant of proportionality). Students compare explicit ratios (for example, determining whether 4:5 and 8:10 or 6:8 and 9:12 are proportional). Students also plot and interpret proportional graphs or are given graphs with plotted points (e.g., graphing y = 4x or the "Hours Worked vs. Money Earned" graphs) and are asked whether the graph is proportional.

Students fill in tables that record number of lemons (e.g., 5, 10, 20) and total cost for multiple store options and compute unit price per lemon for individual and bulk purchases. Students complete tables scaling the lemonade recipe (cups vs. tablespoons) from 2 to 16 cups, producing equivalent ratios and filling missing table entries. Students label axes and plot the data on provided grids—graphing cost vs. number of lemons and tablespoons vs. cups—and answer questions comparing steepness to determine which ratio represents better value.

Students create and complete tables of x and y values for proportional equations (for example y = 3x with x = 0,1,2,3 producing y = 0,3,6,9, and sections for y = 2x and y = 1/2x where missing y-values are filled in). Students plot those ordered pairs on coordinate grids and connect the points to form straight lines (Activities: Turning Equations into Graphs, Turning Graphs into Equations, and Walk the Graph). Real-world scenarios with whole-number measurements (hours and earnings, miles and hours, pounds and cost) are used so students compute unit rates from table/point values and graph the pairs on the coordinate plane.

Students create and use tables with whole-number measurements in multiple activities (e.g., Activity 4: Weeks and Total Saved with points (1,4),(2,8),(3,12),(4,16); Activity 5 and Activity 6: students are asked to create tables from equations y = mx such as y = 3x and y = 5x or the pancake recipe y = 2x). Students find unit rates by dividing y by x from tables (Activity 2: tables of hours and miles where students compute 120 ÷ 2 = 60 mph; Activity 4 directs dividing any y-value by its x-value). Students plot the pairs of values on coordinate grids and compare rates using the tables (multiple student pages instruct plotting the table points and answering which line is steeper or ranking drivers/sellers by unit rate).

Students identify and plot lattice points and draw right triangles between pairs of points on coordinate grids to compute rise and run. They count squares to record rise and run as integer values and compute slopes as rise/run (ratios). In Part B students set up proportions comparing rise/run for two triangles to decide similarity, and activity problems provide coordinate pairs for students to use.

Students work with Activity 7: "Using Tables to Find Linear Equations," where they read tables of x and y values (e.g., x: 1,2,3,4 with corresponding y-values) to determine the pattern and compute slope using m = (change in y)/(change in x). Student activity pages ask them to write the equation y = mx + b from a table, plot the coordinate pairs on a graph, and continue the pattern to mark additional points. Several provided problems (Problems 1–4 and other exercises) give tables of whole-number x and y values for students to analyze and graph.

Students are given whole-number tables (e.g., Hours vs. Earnings: 1→$10,2→$20,3→$30,4→$40; Days vs. Cost: 1→$50,2→$100,3→$150) and are asked to determine whether the relationship is proportional, find the slope and y-intercept, write the equation, and graph the data on a coordinate plane. Several tasks require students to plot pairs of values from given coordinate lists (for example, (1,2),(2,4),(3,6) and (1,3),(2,6),(3,9)) and then compare rates of change between the lines. Review and test items explicitly ask students to use tables, graphs, and equations to identify proportional relationships and compare unit rates.

Students fill in tables of time (hours) and distance for car, train, and plane using given whole-number time increments (0–4 hours) and speeds (60, 80, 400 mph). They calculate missing table values (distance entries) from the rates, write equations in the form y = mx for each mode, and plot the resulting (time, distance) pairs on a coordinate grid. The activity asks students to compare unit rates/slopes and answer which mode is fastest or slowest, using the tables and graphs to support their comparisons.

Students record counts for each color in structured tables for 10, 50, and 100 spins and fill tallies and totals in the provided activity tables. Students convert those counts into experimental probabilities using the formula Number of times it happened / Total number of spins and express them as fractions, decimals, and percents. Students use the experimental probability from the 100-spin table and apply Prediction = Experimental Probability × 600 to compute predicted counts out of 600, effectively scaling ratios to new whole-number totals and entering those predicted values in a table.

Students build probability models as tables that list outcomes and their probabilities (for example, outcome|probability tables for a six-sided die, marbles, spinners, and the fine arts example). In the "Roll of the Dice" activity students compute expected counts by scaling a probability to different whole-number trial sizes (1/6 of 30 = 5, 1/6 of 60 = 10, 1/6 of 120 = 20). Students also record experimental results in tally tables (rounds for 30, 60, 120 rolls) and compare those frequencies to the theoretical counts. Several activity pages present outcomes with counts and ask students to compute probabilities and predictions from those counts.

Students complete tables of x and y values for given equations (for example y = 2x + 4, y = x^2, y = x + 1) by plugging in x-values and computing corresponding y-values. Students compute rates of change using Δy/Δx between table rows to determine whether the change is constant. Students plot pairs of (x,y) on coordinate planes in multiple graphing activities and identify whether each graph is linear or nonlinear.

Students label axes and plot ordered pairs for real situations (e.g., Sylvia the Sloth: start at (0,0), mark position each hour using 4 ft/hr then 5 ft/hr, and connect the points). Student Activity Pages (Timmy the Turtle, Bella's Balloon) ask students to calculate positions over whole-number time intervals and plot those points on graphs. Several activities require students to translate a rate (meters per minute or feet per hour) and a time into coordinate pairs and draw the resulting graph.

Students are instructed to treat each row of a function table as a point and to "pick any two rows" to plug into the slope formula; a worked example uses the table with points (1,3) and (4,9) and computes slope = 2. The Student Activity Page "Slope from a Table" contains six tables where students are asked to select two rows and calculate slope, and other activities require students to plot given coordinate pairs and connect points to find rise/run. The lesson repeatedly has students compute change in y over change in x from tabular or paired data, reinforcing the connection between table entries and points on the coordinate plane.

Students are given tables of x and y (whole-number) values in Activity 4 and instructed to pick two points from the table, compute the slope using m = (y2 - y1)/(x2 - x1), find the y-value when x = 0 (or extend the table to find it), and write the equation y = mx + b. The lesson examples compute unit rates from table entries (e.g., miles per minute) and show how to derive an equation from table data. Across activities students also practice plotting points and graphing lines from equations (Equation to Graph and Graph to Equation activities).

Students create and use input-output tables (for example, the reading-hours vs. pages table and the cooking activity asking for tables for 1–4 servings) and compute constant rates from those tables (e.g., finding that pages increase by 15 per hour). Students find starting values from tables or by reasoning backward (the reading table infers the 0-hour value) and use table data to write linear function rules (several activities require writing equations from table entries). The lesson also has graph activities with labeled points (bike rental, plotted points like (0,5), (1,8), (2,11)) that students use to determine rate and intercept.

Students work with tables to compute rates of change (for example, Problem 7 gives a table 0,2,4,6 minutes with 0,4,8,12 gallons and students compute 12 ÷ 6 = 2 gallons/min). In the Carmen vs. Max example, students use table entries (times 2,4,6 with positions 10,14,18) to determine the rate and to find the missing starting value at t = 0. Multiple activities ask students to pick two points from a table and divide change in y by change in x (Taylor's account, date-to-week conversion), and students are asked repeatedly to use tables to compare rates with other representations (equations, graphs, verbal descriptions).

Students work with several tables of x and y values (for example, the time vs. distance table: 1,2,3,4 hours → 60,120,180,240 miles) and are asked to determine the rate of change. Students complete function tables using given rules (eg., "output is four times a number minus one") and use those tables to produce y-values. Students graph equations and plot points (for example, graph y = 3x - 1 and identify y-intercepts and slopes), and they compare rates of change between functions where one function is given in table form and the other algebraically.

Students are asked to create green "Table Cards" that include drawing a table with at least four rows of x- and y-values. Students must complete missing values in tables (two card types are "Complete a missing value") and identify slope or write an equation from a table. Students also match tables to a story or graph as part of card tasks, and gameplay requires solving table-based problems and checking answers.

Students compute scale factors and use them to find missing side lengths (for example, finding scale factor 6 ÷ 3 = 2 and using it to compute a missing side). The lesson shows paired triangle side lengths (AB = 4, BC = 5, AC = 6 and DE = 8, EF = 10, DF = 12) and asks students to identify corresponding sides and proportional relationships. Multiple student pages present similar-shape problems where students solve for unknown side lengths using multiplication or division by a scale factor.

Students fill and use tables that list original coordinates, new coordinates, and computed scale factors (for example A(1,2) → A'(2,4) with x: 2 ÷ 1 = 2, y: 4 ÷ 2 = 2). Students are instructed to compute new ÷ original for x and y for each corresponding point, circle whether the multipliers match, and then decide whether the transformation is a dilation. Students multiply coordinates by a given scale factor, plot the resulting coordinate pairs on the coordinate plane, and connect points to form the dilated figure. Problems and answer keys require solving for missing values (unknown new lengths or unknown scale factors) using the equation new = original × scale factor.

Students solve dilation and scale-factor problems that require finding missing lengths (for example, given AB = 5 and a scale factor of 2 to find A'B' = 10; a triangle with sides 7 and 14 leading to a matching side x = 7). Students work with coordinate pairs that show proportional relationships and are asked to plot and identify transformations (for example A(2,3) → A'(4,6), B(4,8) → B'(8,16), C(6,4) → C'(12,8)). Multiple problems require plotting original and image vertices on coordinate grids for reflections, rotations, translations, and dilations, so students practice placing paired values on the coordinate plane.

Students complete and use tables of values in several activities (e.g., the Phone Plans table with x = 0,1,2,3,4 and the Housing Cost table for 9, 10, and 12 months). Students write cost equations (housing, transportation, streaming, meal plans, phone plans), compute total costs for whole-number measures (months, miles, hours, weeks, GB), and are instructed to graph those pairs on coordinate grids and mark intersection (break-even) points. The Meal Plans vs. Groceries and Phone Plans parts explicitly have students derive slopes/intercepts, fill in numeric tables, and plot the corresponding (whole-number) coordinate pairs to compare options.

Students create two-way frequency tables from raw categorical data (Activity 3) and fill cell counts and totals. Students convert frequency tables into relative frequency tables by dividing cell counts by row or column totals (Activities 4 and 5) and express those results as decimals or percentages. Students use those relative frequencies to compare groups and describe possible associations between categories.

Students are given multiple two-column tables of paired numerical measurements (e.g., Hours of Video Games vs. Homework Completed; Hours of Social Media vs. Number of Texts Sent; Missing Assignments vs. Test Score) and are instructed to label axes, draw scatterplots, and plot the pairs on coordinate grids. Several items ask students to determine whether relationships are linear, write or choose fitting linear equations from plotted data, and use tables/plots to make predictions. The unit also includes two-way frequency and relative frequency tables where students compute and compare relative frequencies.

The lesson asks students to record numerical pairs in a 20-row Numerical Data Table with columns for Variable A and Variable B (one row per participant). It gives step-by-step scatterplot instructions: label axes, choose scales, plot each pair of values on the coordinate plane, and optionally draw a best-fit line. The Poster Planning Guide and Part 4 explicitly require the student to include their data table and a neatly labeled scatterplot on the final poster.

Activity 3 asks students to write an equation, create a table, and graph the relationship (Create & Graph), and it requires labeling at least three points and circling the origin when graphing y = 6x, so students plot coordinate pairs. Activity 2 contains matching of tables to equations and asks whether relationships shown in tables are proportional, which has students use tables to identify proportionality. Activity 1 has students compare ratios (e.g., 8:12 and 14:21) and compute unit rates, supporting reasoning about equivalent ratios and comparisons.

Students work with provided tables of whole-number measurements (e.g., Hours: 1,2,3 with Earnings: 14,28,42 and Days: 1,2,3 with Cost: 75,150,225) to decide if relationships are proportional, compute the unit rate (slope), write equations (y = kx), and graph the pairs on coordinate grids. In Activity 3 and the ‘‘Table to Equation'' task, students use a table of (x,y) values (0,2; 2,6; 4,10) to find slope and y-intercept and write an equation, then plot or interpret points from tables. Several tasks ask students to compare rates (e.g., comparing phone plans, jobs, or two lines) using graphs and equations that are linked to table data or ordered pairs.

Students are asked to analyze a given table in problem 17 (x: 1,2,3; y: 5,10,15) and find the constant of proportionality and state whether the relationship is proportional. Problems 16 and 19 ask students to compare ratios (10:15 vs 14:21) and to find a unit rate from a line passing through (0,0) and (2,10). Several items (20, 35, 37) require students to graph equations or plot points on the coordinate plane and describe slopes or relationships.

Students work with numerous tables of (x,y) pairs (e.g., tables in Activities 2 and 4 and Function B: (0,0),(1,5),(2,10)) and are asked to plot equations and graph functions (e.g., graph y = 3x - 2 and graphing tasks in Activity 3). Students compute slopes and compare rates of change from points and tables (e.g., finding slope from two points, comparing slope of Function A and Function B). Students fill in function tables from rules (e.g., "Multiply by 2, then subtract 1") and use those tables to determine function behavior.

Students solve triangle similarity problems that require finding a scale factor and computing missing side lengths (e.g., triangles with sides 5, 7, 9 and a corresponding side 10, and a triangle with sides 6, 9, 12 scaled so the shortest side becomes 15). Students perform dilations on coordinate grids by plotting Triangle LMN with vertices L(2,1), M(4,1), N(3,3) and then graphing its dilated image at scale factor 3 (answer key gives L'(6,3), M'(12,3), N'(9,9)). Additional tasks ask students to identify scale factors from paired figures on coordinate grids and to decide enlargement vs reduction using numerical scale factors.

Students practice plotting lines and points on coordinate grids when they graph equations such as y = x - 3 and y = -2x + 1 (Activity 2 Part B) and when they solve systems by graphing (Activity 3). Students also compute slope from two given points (e.g., (3,2) and (7,10)), which requires calculating the ratio of the change in y to the change in x. The activities include coordinate grids with graphed lines and explicit instructions to show work when graphing.

Activity 4 presents a two-way relative frequency table with entries like 10/30 = 0.33 and prompts students to compute and compare relative frequencies (e.g., identifying that reading has the highest relative frequency in the morning). Activity 3 asks students to work with scatterplots and interpret correlation, trends, and lines of best fit, so students practice reading pairs of values displayed on the coordinate plane and describing relationships between the two variables.

Students are given a table of x and y values (1,7), (2,5), (3,3), (4,1), (5,-1) and asked to find the x-intercept, which requires reading and using table entries. Students are also asked to graph equations (y = 2x − 4, y = x + 2, y = −x + 6) and identify intersection points, which involves plotting pairs of values on the coordinate plane. A scatter plot question (hours studied vs. test score) and a relative-frequency table task require students to work with paired data and fill in table entries or interpret plotted points.