B. Exit ticket (5 minutes) = 49 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. TUESDAY EngageNY module #/ lesson # / lesson Module 1 / Lesson 2: 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. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) Daily Objective s: Students reinforce their understanding that a ratio is an ordered pair of non-negative numbers, which are not both zero. Students continue to learn and use the precise language and notation of ratios (3: 2, 3 to 2). Students demonstrate their understanding that the order of the pair of numbers in a ratio matters.
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.