Virginia SOL 7.CE.2.c
The Standard
Apply proportional reasoning to solve problems in context, including converting units of measurement, when given the conversion factor.
Virginia Standards of Learning for Mathematics · The student will solve problems, including those in context, involving proportional relationships.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use a given conversion factor to solve proportional problems in real situations. They set up equivalent ratios or multiply by a unit rate, then include correct units.
What Mastery Looks Like
- Students identify the given conversion factor and choose a correct multiplication, division, or proportion. They calculate accurately, label the answer with units, and check that its size makes sense.
Common Misconceptions
- Students may multiply when they should divide, or use the conversion factor backward. They may ignore units or add quantities instead of setting up equivalent ratios. Some assume a larger unit produces a larger numerical answer.
How to Assess It
- Use this exit ticket: “A trail is 4.5 miles long. Given 1 mile = 1.6 kilometers, how many kilometers is the trail? Show your setup.”
Lesson moves
Ways to Teach It
Give pairs rulers and the factor 1 inch = 2.54 centimeters, then have them measure and convert five classroom objects.
Ask students to explain why converting 12 meters to centimeters increases the number but does not change the actual length.
Play conversion card match: students pair context cards, conversion factors, equations, and answers, then justify each completed set.
Use a grocery label showing ounces and a given ounces-to-grams factor to calculate the mass of two or three packages.
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