# Acc6.9 Putting It All Together

In this optional unit, students use concepts and skills from previous units. In solving Fermi problems, they use measurement conversions together with their knowledge of volumes or surface areas of right rectangular prisms or the relationship of distance, rate, and time. In answering questions about ratios of two populations, they work with percentages that include numbers expressed in the form or as decimals. In answering questions about diagrams of rectangles with whole-number dimensions, they connect arithmetic features of the dimensions such as remainder or greatest common factor with geometric features of the diagrams. In answering questions about votes, voting methods, and equitable distribution, they use their knowledge of equivalent ratios, part–part ratios, percentages, and unit rates. Estimation of area and volume measurements from length measurements introduces considerations of measurement error. In designing a five-kilometer race course for their school, students use their knowledge of measurement and scale drawing. They select appropriate tools and methods for measuring their school campus, build a trundle wheel and use it to make measurements, make a scale drawing of the course on a map or a satellite image of the school grounds, and describe the number of laps, start, and finish of the race.