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Main Curriculum Tie:
Background For Teachers:
Ways to Gain/Maintain Attention (Primacy):
Launch-Mobilizing Background Knowledge:
In math, we can use two operations to show a comparison. We can use subtraction, or finding the difference as in 12 - 3 = 9 (twelve is nine greater than three), or we can use division, or finding a quotient, as in 12 ÷ 3 = 4 (twelve is four times greater than three). For each of the following tell whether the comparison is being made with subtraction or with division:
Lesson Segment 1: How can a ratio be used to compare two quantities
or values? Where can examples of ratios be found?
And then write words for their comparison as shown:
Work together as a class using Linking Cubes and the “Comparing Numbers” worksheet to compare quantities. Tell students they will be using ratios for making comparisons in this unit.
Lesson Segment 3: What is a rate? Where can examples of rates be found?
When we are comparing different measures or units, we use words like per and symbols like /. Show the examples m/g or price per CD, points per quarter, m/h, and beats per measure (music) We find unit rates by setting up a ratio and dividing it.
Do Math Talk to practice the following. In Math Talk, a student and partner go to the board. They work on the board as the others in the room are working at their desks. When they finish, teacher selects one of them to explain what they wrote as the class listens. As they listen to the explanation, the class members each write one good question they could ask. A good question is a question that begins with “why” or “how”. One or two of the class member are called on to ask their good question to the partners at the board. This is an excellent way to get kids listening to each others explanations.
Practice Activities: Discuss and complete the following activities together
Journal: Work with students to complete the “Defining Rate” (Frayer Model) vocabulary page for their journals.
Lesson segment 3: What is a proportion? How are cross products and unit rates helpful in determining whether two ratios are equivalent?
Find student pairs from the matching activity that had an inverse. (3/4 and 4/3, 2/5 and 5/2, 4/5 and 5/4, 1/6 and 6/1). Q. These have the same numbers, so are they equivalent ratios? How can you use equivalent quotients or cross products to check?
Work through the Equivalent Ratios- Proportions worksheet using the Reporting Reporter cooperative structure. Student teams work together to answer all the parts of problem 1. Teacher selects a student from each team to be the reporter. This person travels to another team to describe how their team answered the question. The neighboring team listens and adds any ideas they may have had, or makes any suggestions or corrections needed. The reporter then returns to their home team and the teams repeat this with the remaining problems on the worksheet.
Journal: Have students complete the “Defining Proportion” Frayer Model for their journal. Help them read their proportions “___ compares to ___ the same way that ____ compares to ____”. Or, ____ divides into ____ the same number of times that ____ divides into ____. They should write the words for their proportion examples in the column 3 of the journal.
Assign text practice for finding unit rates or determining equivalent ratios as needed.
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