Lesson 4

Solving Proportions using equivalent ratio Date: na Subject: Math Grade: 6

Goals: Students will be able to understand, explain and fluently apply their knowledge of rates and unit rates to solve real world problems. Common Core Standard Math RP 6 Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
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. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities

Reading and Writing Standards 6.RP Understand the concept of a proportions language to describe understand the concept of a unit rate a/b associated with a ratio a:b with b _0, and use rate language in the context of a ratio relationship. 6 Grade RST 6.3.follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grade 6-8 6 Grade WHST B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Technology standards: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Time Lesson Duration 2 Days Day 1

Opening/Framing the Lesson/Introduction/Early Assessment

Monitor/Feedback

First, begin by reviewing the key terms from previous lessons (ratios, equivalent rations, unit rate, and proportions) Then, explain to the students that in addition to solving problems using equivalent ratios and algebra, there is an additional way to solve proportions called cross products. Tell the students that cross product is the cross multiplication of two fractions/ratios. Explain to the students that the cross product of 2 ratios will equivalent. Continue to explain that this is due to the multiplicative inverse property. Then have the students define all necessary key terms (Ratios, proportions, equivalent fractions, simplest form, multiplicative inverse, etc) and catalogue them in their own words using a Google Doc. The Lesson Structure: Activities

Day 2

After completing the Google Doc, the students will continue working in groups and review the data from their FakeBook on the calculations they did for their average rate of speed they documented for 50 meters for each group member. The students will then solve problems using cross product is each student ran 100, 125, 150, 175, and 200 meters. The students will document their results on FakeBook. Day 2

Day 2

Closing/Assessment After documenting their results on FakeBook have students solve problems on Google Form using cross multiplications.

Resources/Materials

IPads, Computer, Internet, Heart Rate App, Arcademics.com, Thinking Blocks App,