Myunitplanisdesignedaroundtheideaortopicofratiosandproportions.

An

enduringunderstandingisthatproportionalreasoningcanbeusedtomodelandunderstand
relationshipswhichexistthroughoutnumerousaspectsinourworld.Studentsneedto
understandhowaproportionisarelationshipofequalitybetweentworatios.Theessential
questionscanhelpguideustounderstandingbylookingateverydayexampleswhichrelateto
thequestions.Whyisithelpfulformetouseproportionsandratiostosolverealworld
problems?Howcanproportionsbeusedtosolveforunknownquantities?Whatisthe
relationshipbetweenratiosandfractions?

Thegoalsforthisunitinvolvethatfromratiosandproportionalrelationships,the

numbersystem,andexpressionsandequationsfromthe7thGradeMathematicsofIowa
CommonCoreStandards.Underratiosandproportionalrelationships,studentswillanalyze
proportionalrelationshipsandusethemtosolverealworldandmathematicalproblems.This
iswhatmyconnectionasateacheraimsfor,helpingstudentstosolverealworldproblems.
Thenextgoalfromthenumbersystemincorporatesapplyingandextendingprevious
understandingsofoperationswithfractions.Studentswillbereviewingandpracticingtheiruse
offractions.Thethirdstandard,expressionsandequations,referstousingpropertiesof
operationstosolvereallifeandmathematicalproblems.Underthebigumbrellaofobjectives,
Iexpectthatstudentswillbeabletosetupandsolveproblemsinregardstoproportions,
ratios,unitrateandscaleratios.Studentswillalsobeabletodemonstratehowtographthese
conceptsonanxandyaxis(asaproportion)andsolvewordproblemsregardingthesetopics.I
alsoexpectthatstudentswillbeabletocomputewholenumbersandfractions,withaccurate
useoforderofoperations.Thisshouldbeareviewforstudentsatthisage,butIfindit

necessarytogooverthistobesurethatstudentscandothecalculations.Again,Igobackto
thestatementfromtheIowaCommonCorethatIwillusereallifeandrealworldproblems
toteachtheseconceptstostudents.

InstructionalstrategiesareanaspectofthisunitthatIcanutilizetokeepstudents

interest.Irealizethatstudentsneedtobeengagedinawaythatpeakstheirinterestand
connectsthembacktotheirownlives.Likemostsubjects,Iwillusesomeformoflectureon
mostdays.Iwillstartinalectureformatusingquestioning,withthepurposeofleadingtoa
classdiscussion.Iwanttousetheclassdiscussionaspecttostartgettingstudentstoconnectto
thematerial,scaffoldingquestionsaswemovealong.GrouporpartnerworkisanotherwayI
plantoengagestudentswiththematerial,especiallyiftheyarenotfeelingveryconfidentwith
it.Ireallyenjoyusingthisteachingmethodbecauseifstudentsarechoosingtonotparticipate
inclassdiscussion,theymightbemoreapttodiscusswithapartner.Iunderstandthatthe
caveatwiththisisthatsomegroups/partnershipsmaychatmorethanworkbutIthinkthatmy
activitieswillkeeptheirinterest.Alloftheactivitiesandinstructionalstylesthatareplannedin
thisunitaretobuildtheformationoftheratioandproportionsconcept.
Ihavedecidedtouseafewwaystoassessthestudentslearning.Ithinkthatapre
assessmenttestevaluatingthestudentsabilitiesoverthisparticularinformationisnecessary.
ThiswillhelpmeknowhowIneedtotweakmyplanningcalendar.Generalclassroom
discussionwithquestioningwillalsoallowmetogaugewherethestudentsareat.The
formativeassessmentwillinvolvedailyhomeworkassignments,aweeklyquiz,ascaling
assignment,discussions,groupworkandweeklyselfassessment.Dailyhomeworkandthe

weeklyquizwillgivemeageneralunderstandingofhowaparticularstudentconceptualizesthe
informationfromtheunit.Thescalingassignmentiskindofafunbreakfrommathforthe
studentsbutatthesametime,theyarepracticingscalingormakingratioconversionstoscalea
candywrappertothesizeofapieceofpapertodraw.Thishelpsstudentsbegintolookatthe
realworldwithalensofproportion.Hopefullyitwillshowthemthatthereareratiosand
proportionsallaroundusanditisuptoustorecognizethem.Iamtryingtolinkbacktothe
instructionalstrategyofconceptformation;theconceptofratiosandproportions.Theweekly
selfassessmentsareforstudentstoletmeknowhowmuchefforttheyareputtingintotheir
classtimeandlettingmeknowhowtheyarefeelingaboutatopicoriftheyneedhelp
somewhere.Sometimesmiddleschoolstudentshaveahardtimeaskingforhelpsothisis
buildinginatimewheretheycanaskforitwithouthavingtoaskforit.Theseselfassessments
allowmetoknowwhatIcanreteachorgiveenrichmentworkfor.Thesummativeassessment
involvesaratio/proportionstestandaStudentRecipeProject.Therewillbea
ratio/proportionstestforstudents.Theywillneedtoworkoutproblemsthatgooverratios,
proportions,fractions,fractionstoratios,crossmultiplying,graphingandscaling.These
questionswillbasicallybeareviewofwhatwecoveredinclass,withsomerealworldstory
problemsincluded.ThefunsummativeprojectthatIhaveincludedistheStudentRecipe
Project.Thestudentsaresupposedtofindarecipethattheylike.Theywilltakethe
ingredientsoftherecipeandscaleitdowntoa1personservingthenscaleitbackupto30
servings.Sothestudentswillbepracticingratios,scalingandfractionstosolvethisproject.
Thisisaproblemthattheycouldeasilyencounterinreallife;Iamjustbreakingitdowninto
moresimplescaffoldingpracticesforthem.Itwillbeassessedthrougharubric,soastomake

surethereisnotsubjectivitytothegrading.Tobeginthisproject,Iwillbescaffoldingthework
inclasstimesostudentswillgetstartedontheprojectwithmyguidanceandthepeersupport
oftheirclassmatesforideasandevaluation.Ithinkthatthisprojectwrapsuptheunitintoa
nicelyfoldedbrochure.

Forthemostpart,Itriedtoworkthechallengesthroughwhilemakinguptheunit,but

nothingisfoolproof.OnebigconcernthatIwastornaboutisthelevelofmaththateachclass
wouldbeat.By7thgrade,studentsshouldbeprettyproficientinadding,subtracting,
multiplyinganddividingfractionswithjustaquickreview.However,noteveryschoolorgroup
ofstudentswillbeatthesamelevel.ThatiswhyIfeltitwasnecessarytoincorporatethepre
assessmenttestintotheunit.Ialsounderstandthatsomeschooldistricts,dependingontheir
locations,maynotgivemuchhomework.Ilistthatworkasclasswork/homeworkbecauseIdid
notknowifthestudentswouldevendohomeworkifsenthome.Iftheydont,Imighthaveto
addmoretimetotheunittogiveclasstimeforthat.

IalwaystrytobecognizantofdifferentiatedlearninganytimethatIworkwithchildren.

Myunitinvolveshavingmanymethodsofinstruction,evenwithinadaystime.Itrytouse
lectureanddiscussionfortheaudiolearners,groupworkforthosewhohaveahardertime
stayingquietandsittingstill,scalingassignmentandrecipeprojecttogetthosewhoarealittle
morecreativeinvolvedintheunittopic.Inthepacingcalendar,theseconddayImentioned
thatacceleratedstudentscouldbeabletoworkonfixingerrorsfromthepreassessmenttest.I
realizethatthemoregiftedstudentscouldveryeasilybeboredwiththistypeofreview,so
allowingthemtofixtheirerrorsinsteadofhavingtodothereviewtheseconddaymightmake

themhappier.Therecouldbestudentswhoareprettyfarbehindandtheymightneedsome
extrareviewonfractionsandItriedtobuildthatintothecalendar.Ifstudentsneedmorehelp,
Ihopethattheseconddaysactivity,thegroupdicework,wouldgivethemsomeneeded
reviewwhilekeepingthemengaged.ForELLstudents,Icanusesymbolstowritedefinitions
andpostvocabularyaroundtheroom.ThisisalsoanactivitythatIcouldhavethegifted
studentshelpwithiftheydontneedthereview.Anystudentswithotherspecialneedswould
beaddressedastheyareneeded.

Unit Title: Ratios and Proportions

Grade level: 7th Grade
Length of unit: 3 Weeks
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

Essential Questions:

Proportional reasoning can be used to model and

understand relationships which exist throughout
numerous aspects in our world.
Proportions can be used as a strategy to solve for
unknown quantities.
A proportion is a relationship of equality between two
ratios and can be represented by a fraction or a percent.
In a proportion, the 2 things change at the same rate.

Why is it helpful for me to use proportions and ratios to solve

real world problems?
How can proportions be used to solve for unknown
quantities?
What is the relationship between ratios and fractions?

Knowledge & Skills Acquisition

Learning Goals:
Iowa Core Mathematics (7th Grade)I. Ratios and Proportional relationships- analyze proportional relationships and use them to solve real-world and
mathematical problems. (7.R.P.A.)
1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas
and other quantities measured in like or different units.
2. Recognize and represent proportional relationships between quantities.
II. The Number System- apply and extend previous understanding of operations with fractions to add, subtract,

multiply and divide rational numbers. (7.NS.A.)

2. Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers.
3. Solve real-world and mathematical problems involving the four operations with rational
numbers
III. Expressions and Equations
1. Use properties of operations to generate equivalent expressions. (7.EE.A)
2. Solve real-life and mathematical problems using numerical and algebraic expressions and
equations. (7.EE.B)
Students will know
What facts, concepts, vocabulary, terminology,
and other types of knowledge will students learn in
this unit?
o Computation with whole numbers and
fractions, including order of operations.
o Knowledge of equivalent fractions
o Scaling or comparison of quantities
o Vocabulary: ratio, proportion, fraction,
proportional relationship, rate, unit rate,
cross multiplying, constant of
proportionality

Students will be able to

What discrete skills/abilities will students be able to

demonstrate in this unit?
o set up and solve proportions
o Interpret ratios, rates and other comparisons
o Solve basic rate problems using proportions
o Use graphs and charts to evaluation proportions
o Scale ratios
o Solve word problems using ratios and proportions

Resources/Materials:
Pennies for activity
Dry Erase/chalk board for class work
Dice
Various handouts
Text book
Computers for student use
Bags of M&Ms
Centimeter Scale Tape
Various colored pencils
Poster for vocabulary (wall hangings for ELL students)

Websites:
http://www.mrspage.com/Ratio_Recipes_Project.pdf
http://learnzillion.com/lessons/129-multiply-mixed-numbers-using-pictures
http://learnzillion.com/student/lessons/611-graph-ratios-using-a-table
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-ratios-prop-topic/cc-6th-rates/v/finding-unit-rates
http://www.hbschool.com/activity/elab2004/gr6/9.html
http://math.rice.edu/~lanius/proportions/rate2.html

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam,
discussion); Written Response (short constructed response questions, entrance/exit slips, essays); Performance
Assessment (role-play, Simulation, labs, dramatization)
I.
Pre-assessment (involving selected-response, personal communication and written response:

Test with mathematical problems relating to ratios and proportions. This test will also involve students explaining,
in writing, how to solve for certain real-world situations.

Class room discussion regarding topics of ratios and proportions, including vocabulary terms and problem solving.

For students who are accelerated or have shown mastery of the knowledge, they will take the pre-assessment test
with everyone, but if they are not completely sure how to do the problem, put a ? by it. Then hand back the test
and have the student re-do those questions at their own pace. This allows for better analysis of gaps that the
student may have. Teacher can provide supplemental material for this student according to gaps. If no gaps are
found, enrichment topics can be evaluated. Student can possibly be marked for Talented and Gifted Program at
this time.

Formative Assessment (involving selected-response and personal communication):

Homework assignments will be used to evaluate daily learning. The results of the homework will allow for
intervention, if necessary. After a few successful homework assignments based on the whole class, using a quiz is the
next step.
o Practice adding, subtracting, multiplying and dividing fractions
o Fraction to ratios and story problems
o Graphing
o Unit rates and proportions
o Understanding proportions, using proportions to solve for unknown quantities
o Scaling and proportions

Quizzes pertaining to the lesson/homework material to evaluate students overall progress.

Candy wrapper scaling assignment
Personal Communication
Classroom discussions and group work observations will be part of the lessons.

Weekly self-assessment
o Thursdays- exit slips explaining students effort and competency
o Friday- address issues reference in Thursdays exit slips, make-up work, re-teaching and enrichment work.

Summative Assessment (involving selected response and written response):

Ratio Proportions Test: Students will take an end of unit test, evaluating their understanding and comprehension of the
unit. The testing information will include:
o Ratios
o Proportions, solving for unknowns and scaling
o Fractions- adding, subtracting, multiplying and dividing
o Fractions to ratios (and story problems)
o Cross multiplying
o Graphing
Student Recipe Project
o Students will find a recipe and use proportions to convert the recipe serving size to a given sample size.
o Student will demonstrate skills and information learned by display of a brochure with the old and new recipes and
written/mathematical explanations of proportional changes.
o Project will be assessed through a teacher produced rubric.
o Students exemplify mathematics in a real-world situation.

UbD Pacing Calendar

Monday

Tuesday

Wednesday

Pre-Assessment Test
-Evaluate overnight/make adjustments

KWL (10 min.) on ratios,

fractions and proportions
(only K & W parts)

H.W.- Pre-Read text intro

to proportions and ratios

Review: (20 min.) addition

and subtraction fractionsthen review multiplication
and division of fractions
Video about multiplying
mixed numbers/improper
fractions (3 min):
http://learnzillion.com/lesson
s/129-multiply-mixednumbers-using-pictures
Group Dice work (20 min)
2-3 students in groupStudents get 2 dice. They
roll 2 dice and use this
number as the numerator,
one 1 die and use this as the
denominator. (Ex. 11/4)
Have students write these
down and practice
converting to mixed
number.

Thursday

3
Anticipatory (10 min):
Write these as mixed
numbers: 11/4, 12/10,
27/4, 82/12, 77/11
Discussion(5 min)
?What do you know
about ratios?
?When have you used
ratios?
Class Activity (15 min.):
*Count # of girls and
boys in room and write
in ratio form on the
board. Write as
fraction.
*Discuss how these are
the same thing.
*Review how can
reduce fractions to the
smallest number.
Partner Work (20 min):
Have students work in
pairs and flip pennies.
Keep track of heads vs.

Friday

4
Anticipatory Set (5 min)
Foldable: Write how to
reduce fractions.
Activity( 30min):
M&M color ratios
-Students will work with
bag of M&Ms (preseparated to give similar
amounts to each student)
-Students will document
on a chart
# M&Ms
Fraction of colors
Reduced fractions
Ratio, from
fraction form
Discussion (15 min)
-Use example of students
data to discuss
Fractions
Reduced fractions
Ratios, from
fractions
Exit Slip (5 min):
1)Give self- evaluation of

5
Anticipatory Set (15
min) :
I need to enlarge a
photo to hang in my
classroom. It is 3 x4. I
want the ratio of the
width to length of the
enlarged photo to
equal the ratio of the
width to length in my
original photo. I think it
will be 11x12 but Mr.
Jones says it will be
9x12. Who is correct?
Review:
Items mentioned from
students exit slip from
prior day.
Quiz:
-Adding, subtracting,
multiplying and dividing
fractions
-Mixed numbers and
improper fractions.

H.W.General Class:
Text pages with practice of
addition, subtraction,
multiplication, division of
fractions.

tails for 10 trials.

percentage on class
participation this week
2) List any areas of review
from this week that you
need help with.

Class work/H.W. Text

pages with fraction to
ratio practice.

Class work/H.W.- Text

pages with story problems
regarding ratios.

Accelerated Students: Will

work on fixing errors from
pre-assessment test.

After quiz, student will

watch video on
graphing ratios, on their
own computer.
Video link:
http://learnzillion.com/s
tudent/lessons/611graph-ratios-using-atable
Students will also add
weekly information to
their foldable notes.
Homework: None

6
Beginning Question (10
min): You want to save
up enough money to
buy a new pair of shoes
that cost $150. You
decide that you will put
$7 in your piggy bank
every week from your
allowance to buy the
shoes. If you currently
have $45 in your bank
account, how long will it
take you to save enough
money? Make a chart to
show each week and
the amount saved.
Class discussion (30 min):
Discussion how the chart
from the beginning

Anticipatory Set (10 min):

Question practicing
graphing.

Anticipatory Set (7
minutes): Cross
multiplying problems

Lesson: Unit Rate

Partner Work (30 min):

Unit rate real-life
problem worksheet.
Examples of everyday
unit rate problems to
work through with
partner.

Khan Academy video (2

min):
https://www.khanacademy.
org/math/cc-sixth-grademath/cc-6th-ratios-p
rop-topic/cc-6thrates/v/finding-unit-rates
Discussion: Definition of unit
rate and examples. Have
students make up problems
to work through as a class.

Discussion/Introduction
of scaling (20 min):
going over answers of
partner work worksheet
and more explanation
of unit rates.

Homework: None

Classwork/Homework:

10

Anticipatory Set (5 min.):

Trade two homework
questions with classmate
and complete their
problem. (Teacher will
have extras for those not
completed).

Anticipatory Set:
Scaling

Student Rounds:
-each 15 minutes
Computer Game:
1)Practice scaling/making
proportions
http://www.hbschool.co
m/activity/elab2004/gr6/9
.html
2) Ratio Practice
http://math.rice.edu/~lani
us/proportions/rate2.html

Quiz: Graphing, unit

rates and scaling.

Review:
Items mentioned from
students exit slip from
prior day.

Scaling Project:
Students will make a
scale drawing of a
candy wrapper. We will
start this today by
taping centimeter grids
to the wrappers and
figuring the scale ratio
(must be greater than

Come up with two unit

rate problems that you
encounter in your
family.

question would look and

the values to plug in.
Work students through
graphing the week vs.
dollar amount saved.
Discussion the proportion
and how it is linear and
how one goes up the
other goes up.

Beginning question (3
min) : What are the ratio
equations that you are
using for your candy
wrapper?
Lesson: work on candy
wrapper drawing.
Classwork/Homework:
Candy wrapper drawing
due tomorrow.

5).
Homework: Work on
scale drawing.

Exit Slip (5 min):

1)Give self- evaluation of
percentage on class
participation this week
2) List any areas of review
from this week that you
need help with.

Classwork/Homework:
(Start when discussion is
over) Graphing practice
problems in text.

11

Foldable
3) Write out how to solve
proportions in foldable
chart.

Classwork/Homework:
Review problems over the
weeks material:
graphing, unit rates and
scaling proportions.
-Also bring candy
wrapper for project
tomorrow.
12

13

Anticipatory Set (3 min.):

Name your favorite cookie
and the ingredients to make
them.

Anticipatory Set: Discuss

with a partner, your
recipe and how you are
going to scale it.

Discussion (25 min): Basic

items used for baking (ex.
Flour, sugar)
-Measurements of these
items ( for example, usually
use a cup to measure flour
and teaspoon to measure
baking soda)
-Practice in front of the
class: converting a recipe
for pancakes.

Classwork: Take the 8

(or more) ingredients
that you are using and
-make scale for 1
serving
-make scale for 30
servings.
Homework: continue
working on recipe
project

14
Beginning question (3
min): What are you
multiplying your
ingredients by to get to
your 30 serving size?
Classwork (20 min):
Continue working on
recipe project. Due
tomorrow before test.
Review (25 min):
Fractions, Ratios,
proportions, graphing,
cross multiplying, unit
rates and scaling.

15
Hand in Recipe Project
(5 min)
Take unit test
Finish KWL, filling in the
learned portion

Partner Practice (20 min.):

1st- convert recipe to 1/2 as
much servings as it would
make.
2nd- using proportions, make
the ingredients into the
exact amount needed for
the new ratio.
Present Project assignment:
Scaled Recipe Project
(see assignment attached)
Homework: Find a recipe
with at least 8 ingredients in
a cookbook or internet that
can be baked.

Homework: Finish recipe

project for tomorrow and
study for test.

Student Recipe Project

Youareafamouschefandhavebeenaskedtocookadessertorappetizerforthe
classpicnic.Youfoundtheyummiestrecipeandwantedtomakeit.Theproblem
isyourrecipedoesntserveenoughpeople.Useproportionstoincreasethe
recipetoserveallthepeoplecomingtothepicnic(letssay30).Make1serving
perperson.
Forthisprojectyouwillneedto:
1. Chooseonerecipefromtheinternet,cookbookorhome.

2. Therecipemusthaveatleast8ingredientsandlistthenumberofportions
itmakes.(Originalrecipemustservemorethan4peopleandlessthan10.)

3. Useproportionstoincreasetherecipetoservethe30peoplecomingtothe
dance.(1servingperperson.)

4. Createabrochurethatincludesthefollowing:
OriginalRecipe
Ratioforoneserving.
Forexample:iftherecipeuses1cupofsugar,andtherecipeserves
8,theratioforoneservingequals1/8cupsugar(THINKUNITRATE!)
Roundtothenearest.
Proportionusedtoincreaserecipetonumberofservingstogiveone
portiontoeachpersonatthedance.
Forexample,forthe30peoplecomingtothedancethen(1/8cup
sugarx30peopleorservings)
ShowALLworktosolveproportion.
Roundyourmeasurementstothenearesthalf.

New,scaledrecipeingredientandnewamountneededtogiveone
servingperpersonatthedance.
Explainthemathyouusedtosolvethisproblem.Yourstrategies!
Directionshowtomaketherecipe.
Becreative!Usedrawings,pictures,etctodemonstrateyour
knowledgeofratiosandproportions.

5. Reviewtheattachedrubricforgrading!

6. Extracredit:Makethenewrecipeforyourclasstotastetest!

Onaseparatesheetofpaper,explainthemathyouusedtosolvethis
problem,usingcompletesentences.
Besuretoattachthisrubricwithyourproject.

UsethisformatforyourproportionstoIncreasetheRecipe
OriginalRecipeserves:____________NewRecipeserves(#peopleatdance)_____________

Original
Recipe
Ingredients

Ratioforone
serving

Ex.1Cup
Sugar(serves8)

1/8

Proportionused
toincrease
recipetoserve
classmates

Worktosolve
proportion

ScaledRecipe
Amountneededto
feedclass

1 x

8x=30

3CupsofSugar

8=30

8=8

RubricforRecipeProject

09

1014

1519

Using
Proportions

Failstouse
proportionsto
increasearecipe.

UsingCross
Multiplyingor
EqualRatios

Failstousecross
multiplyingorequal
ratiostosolve
proportions.
Morethan5errors
and/ormissing
work.
Includesa
significantlyflawed
calculationofthe
amountsneededto
increasearecipe.

Doesnotround
correctlytonearest
quarter.

Setup
proportionsthat
areincorrectfor
increasinga
recipe.
Usecross
multiplyingor
equalratiosto
solveproportions,
howevercontains
35errors.

Correctlysetup
proportionsto
increasearecipe
with12minor
errors.
Reasonablyuse
crossmultiplying
orequalratiosto
solveproportions.
Only12minor
errors.

Increasinga
Recipe

Conceptual
Understanding

Brochure
Presentation

Includesa
calculationofthe
amountsneeded
toincreasea
recipethat
containssome
errors.
Inaccurately
roundedsome
measurement.

Includesa
reasonable
calculationofthe
amountsneeded
toincreasea
recipe.
Roundedto
nearestquarter
with
onlyacoupleof
minorerrors
Describes
Describes
Describes
strategiesforsetting strategiesfor
strategiesfor
upandsolving
settingupand
settingupand
proportionsthat
solving
solving
showslittle
proportionsthat proportionsthat
understandingof
showssome
showsgood
concepts.
understandingof understandingof
theconcepts.
theconcepts.
Brochurelacksboth Brochurelacks
Organized
organizationand
organizationbut brochurewithall
required
includesmostof required
information.
therequired
information.
Brochurelooks
information.
Overall
messyandisdifficult Overall
appearancelooks
tounderstand.
appearancecould good.
beimproved.

TotalPoints_______/100 Name:

20
Correctlysetup
proportionsto
increasearecipe.

Demonstratethe
abilitytousecross
multiplyingorequal
ratiostoaccurately
solveproportions.
Noerrorsin
calculations.
Includesanaccurate
andcomplete
calculationofthe
amountsneededto
increasearecipe.

Correctlyrounded
measurementsto
nearestquarter.

Describesstrategies
forsettingupand
solvingproportions
thatshowastrong
understandingofthe
concepts.

Creative,neat,
organizedbrochure
withallrequired
information,atleast6
ingredients,typed,
withpicturesor
drawings.