options: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
problem_activity: Task
In a marching band there are 24 trombones and 15 snare drums.
Heather says, “The ratio of trombones to snare drums is 24:15.” Audrey says, “No, the ratio of trombones to snare drums is 8:5.” Who is right, and why?
A different marching band has 30 snare drums, but its trombone to snare drum ratio is the same as the first marching band. How many trombones does it have?
Explain what these ratios all have in common:  8:5, 16:10, 24:15. Create a diagram to support your answer.
Mathematicians call these “equivalent ratios.” Come up with a new set of ratios that are equivalent to 6:21.
Explain in your own words the meaning of “equivalent ratios.”


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