Students create multiple ratios from a context in which more than two quantities are given. Students conceive of real-world contextual situations to match a given ratio. Agenda 1. Classwork (Activities / Tasks) A. Exercise 1 (7 minutes) B. Exploratory challenge (30 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes) = 47 minutes instruction Resources/ Materials: Worksheets (What texts, digital resources, & Exit ticket. materials will be used in this lesson?) Relevance/Rationale: The first two lessons of this module will develop the students understanding and definition of (How do the strategies the term ratio. A ratio is always a pair of numbers, like 2:3, and never a pair of quantities like 2 employed meet students’ cm : 3 sec. Keeping this straight for students will require consistently correct use of the term needs?) ratio. It will require keeping track of the units in a word problem separately. To help distinguish between ratios and statements about quantities that define ratios, we use the term ratio relationship to describe an phrase in a word problem that indicates a ratio. Typical examples of ratio relationship descriptions include, cups to 4 cups,” in 4 hours,” etc. The ratios “3 “5miles for these ratio relationships are 3:4 and 5:4, respectively. WEDNESDAY EngageNY Module 1 / Lesson 3: Equivalent Ratios module #/ lesson # / lesson title Long-term Targets: 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship (Common Core between two quantities. For example, ratio of wings to beaks in the bird house at the zoo “The standards addressed) was 2:1, because for every 2 wings there was 1 beak.” every vote candidate A received, “For candidate C received nearly three votes.” 6.RP.3 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.
Students create multiple ratios from a context in which more than two quantities are given. Students conceive of real-world contextual situations to match a given ratio. Agenda (Activities / Tasks) 1. Classwork A. Exercise 1 (7 minutes) B. Exploratory challenge (30 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes) = 47 minutes instruction Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Worksheets Exit ticket. Relevance/Rationale: (How do the strategies employed meet students’ needs?) The first two lessons of this module will develop the students understanding and definition of the term ratio. A ratio is always a pair of numbers, like 2:3, and never a pair of quantities like 2 cm : 3 sec. Keeping this straight for students will require consistently correct use of the term ratio. It will require keeping track of the units in a word problem separately. To help distinguish between ratios and statements about quantities that define ratios, we use the term ratio relationship to describe an phrase in a word problem that indicates a ratio. Typical examples of ratio relationship descriptions include, “3 cups to 4 cups,” “5miles in 4 hours,” etc. The ratios for these ratio relationships are 3:4 and 5:4, respectively. WEDNESDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 3: Equivalent Ratios Long-term Targets: (Common Core standards addressed) 6.RP.1 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.” 6.RP.3 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.
Sixth%20grade%20math%20Module%201%20Lessons%201-5.docx