STEM PRACTICE AND EVIDENCE WORKBENCH
Scale a base ratio to a target first quantity and audit learner second quantities while preserving independent-work evidence.
Review output
Load the worked example to inspect realistic inputs, or enter anonymous classroom or laboratory evidence. Results remain in this browser tab until you copy or download them.
Transparent method
Scale multiplier = target first quantity divided by nonzero base first quantity. Expected target second quantity = base second quantity times that same multiplier. The learner value is supported when it agrees within the declared relative percentage tolerance. Independent evidence is displayed separately and never changes the mathematical comparison. Supported means the target pair preserves the entered base ratio within tolerance. A mismatch reveals the expected value and multiplier but cannot establish why the learner differed. Review drawings, tables, double number lines, unit rates, signs, fraction multiplication, unit conversion, and task instructions. Confirm that proportional scaling is valid before using the result in a contextual decision.
Confirm the learning question, authoritative source, units, notation, response coding, model assumptions, and review threshold. Keep an unchanged copy of the original evidence and remove learner names or identifiers.
Run the worked example first, inspect every intermediate row, and compare it with a hand calculation, diagram, representation, or approved subject method. Correct input evidence before interpreting a flag.
Record the method, assumptions, units, classifications, and flagged rows. Verify the editable report independently, connect the numerical signal with learner reasoning, and document any teaching or laboratory decision outside this tool.
How to interpret the result
Use after learners extend a ratio table and you need to distinguish mathematical accuracy from whether assistance was recorded. The workbench calculates one multiplicative scale factor and applies it to both quantities. It does not decide whether a context is proportional, infer hidden units, award a grade, diagnose additive thinking from one error, or treat independent work as more mathematically correct.
The recipe base 2 to 6 scales to first quantity 5 with multiplier 2.5, giving second quantity 15. Map and paint rows also preserve their ratios. The final row scales 2 to 5 up to first quantity 6, so the multiplier is 3 and expected second quantity is 15; the learner response 9 shows an additive-style mismatch and is flagged.
Scale multiplier = target first quantity divided by nonzero base first quantity. Expected target second quantity = base second quantity times that same multiplier. The learner value is supported when it agrees within the declared relative percentage tolerance. Independent evidence is displayed separately and never changes the mathematical comparison.
Supported means the target pair preserves the entered base ratio within tolerance. A mismatch reveals the expected value and multiplier but cannot establish why the learner differed. Review drawings, tables, double number lines, unit rates, signs, fraction multiplication, unit conversion, and task instructions. Confirm that proportional scaling is valid before using the result in a contextual decision.
Do not add the change in the first column to the second, multiply one quantity but divide the other, ignore a zero base denominator, mix units within a row, round the multiplier too early, label assisted work as incorrect, or force a proportional model onto a fixed-fee context. Write the multiplier beside both columns and verify by cross-products or unit rate.
Learning boundary
This browser-local workbench applies only the disclosed rules. It cannot diagnose a learner, certify an experiment, establish assessment validity, or replace teacher, laboratory, curriculum, accessibility, and safety judgment.
Review checklist
Practical questions
No. Processing occurs in the current browser tab. Avoid personal information and retain authoritative records only in the approved school system.
No. It describes entered evidence under one disclosed rule. Review reasoning, uncertainty, access, and several evidence sources.
Treat it as an editable calculation aid. Show your own reasoning, cite required sources, and follow course and academic-integrity rules.
YOUR NIRMION
