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The 7th grade standard for inequalities (7.EE.B.4.B) states “Graph the solution set of the inequality…”
The 6th grade standard (6.EE.B.8) says “represent solutions of such inequalities on number line diagrams.”
I’m curious about the different language used between the two standards. Are we expecting 7th graders to graph a solution set to an inequality in a coordinate plane or still just on a number line?
Every time I read the progression document there’s something new that catches my attention. After reading this post I want to make sure I’m connecting all the dots correctly.
It sounds like it’s inaccurate to write and refer to a ratio itself as A/B because A/B is the associated rate/quantity of the ratio A:B.
It seems like proportions rely on equivalent ratios having the same unit rate. So in a proportion, A/B=C/D, are we saying A/B is the unit rate associated with A:B and C/D is the unit rate associated with C:D and because equivalent ratios have the same unit rate we are able to say A/B=C/D. Would this be an accurate interpretation or would you describe it differently?
