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Essential Understandings: 1, 2, 3, 4, 5
CCSS: Understand ratio concepts and use ratio reasoning to solve problems
(grade 6). Analyze proportional relationships and use them to solve real-world
In part one, it is crucial to get both options to relate to one another in some
way. For example, after dividing the dollar amount by the number of tomatoes,
the amount per one tomato was determined. Then, the two different options can
be compared with option 1 being the better deal. In part two, I divided 14 by 4 to
Hall 2
get a scale factor of 3.5 or 7/2. The new amounts are then possible to find by
this task (part two). Knowing how to find the scaling factor by dividing is also
crucial, as well as knowing what that number means and how it can be used to
solve the problem. Once again, it is important to introduce the idea of a scaling
factor in multiplication early on. The first part of task one could be introduced by
using coupons to talk about relationships and unit rates. For example, if you have
a coupon for two for $5, you would conclude that each item costs $2.50.
Comparing that to 4 for $10 would allow them to think about unit rates. Dividing
10 by 4 would give you the price per item, also being $2.50. You would conclude
that both deals are the same. The first part of task one takes that understanding
and goes a step further, giving more information but essentially resulting in the
same reasoning.
Essential Understandings: 1, 2, 3, 4, 5
CCSS: Understand ratio concepts and use ratio reasoning to solve problems
(grade 6). Analyze proportional relationships and use them to solve real-world
table can also be used. The table shows the multiplicative relationship, as well.
For instance, if you were to simply add instead of multiply from quantity to
quantity, they would be incorrect. As indicated above, you could also do a guess
and check method, rather than finding the scaling factor to solve initially. It is also
important to see that instead of doing the typical cross multiply and divide, finding
address what a part-to-part comparison is, and show how ratios and fractions
Hall 4
may be connected. A video like we watched in class might be a good idea, but I
also be good to have a hands-on problem. For example, you could have a similar
problem but have actual objects to see the ratio/relationship. I would ask
questions such as: How can you get from one to the other? What does this
scaling factor/unit rate mean? Are there other ways or representations for this
problem? This questioning seems to be crucial, as you can lead students to think
they can be active and see the different items would hopefully allow for a better
understanding of ratios.
Essential Understandings: 1, 2, 3, 4, 5
CCSS: Understand ratio concepts and use ratio reasoning to solve problems
(grade 6). Analyze proportional relationships and use them to solve real-world
that corresponding sides are proportional. Once that is known, one can conclude
that a scale factor is needed to determine the missing side length (or in this case,
the length of a rope). A table can also be used as seen above. In order to figure
out the scalar using the table method, 6.5 divided by 5 will result in the
multiplicative relationship of 1.3. In part 2, less skill is needed involving ratios but
students will still need to have a level of understanding when asked the question
Why?
In order to develop this thinking within my students, they would first need
figures and what that implies. I think students would be able to understand this
when doing a problem like this. Seeing how 5 relates to 30 and what number
scales 5 will also tell us how 6.5 relates to the actual length of the rope.
Essential Understandings: 1, 2, 3, 4, 5
CCSS: Understand ratio concepts and use ratio reasoning to solve problems
(grade 6). Analyze proportional relationships and use them to solve real-world
In this problem, you are essentially finding the slope, or unit rate. Dividing
50 by 15 will result in 3 and 1/3 yards per second. For part 2, you are comparing
two different unit rates, in which the second is greater. In order to do this
Hall 7
problem, students will need knowledge of unit rates and how to find them.
problem, the connection can easily be made. For more advanced students, they
could be asked to draw a distance-time graph of the story problem in order to find
the solution, or simply just told to use different representations. They might also
be asked to graph part 2 and compare the steepness to determine the answer.
introduce the concept of unit rates. I think the easiest way to do this would be to
relate it to their lives. For example, you could discuss miles per one gallon, and
how it differs between cars. If a car got 20 miles per gallon, how many gallons
would they need to travel 40 miles? You could continue with this idea, and even
graph different scenarios to compare slopes. This would allow them to use