6.RP.A.3 Ratios & Proprtional Relationships – Tables of Equivalent Ratios
TEACHER: Terri Pemberton & Jennifer Mraz
SUBJECT: 6th Grade Math
STANDARD:
6.RP.A.3.a. Make tables of equivalent ratios relating quantities with whole number measurements and find
missing values in the table and plot the pairs of values on the coordinate plane (Quadrant 1 only).
STUDENT TARGET:
Create a table of equivalent ratios; use the proportional relationship to find missing values in a table of
equivalent ratios; compare ratios presented in various tables; plot corresponding values form an equivalent
ratio table on a coordinate grid.
EVIDENCE OF MASTERY (MEASURABLE):
SUB-OBJECTIVE: SWBAT
 Create a table of equivalent ratios;
 Use the proportional relationship to find missing values in a table of equivalent ratios;
 Compare ratios presented in various tables;
 Plot corresponding values form an equivalent ratio table on a coordinate grid.
KEY VOCABULARY:
Ratio, equivalent ratio, coordinate plane
MATERIALS:
“Moving Day Dilemma” handout (attached)
Centimeter graph paper
AFTER
DURING
BEFORE
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO STUDENT
INTEREST) What if every teacher had to move to a different classroom and had to move 8,562 math
books and 11,203 social studies books? If there were only 27 students, how many books could each
student carry? How many trips would that take?
TEACHER WILL:
STUDENT WILL:
Read “Moving Day Dilemma” and pass out a
Read along.
copy to each set of students. (attached)
TEACHER WILL:
Discuss: How in the world are we going to
solve this problem? There is so much
information! There are so many variables to
work with. I wonder if there is a strategy or tool
to help us organize all of the information.
IF STUDENTS ARE STRUGGLING THEN
ASK:
Could you draw a picture? Make a chart?
Create a graph?
Once students have come up with a plan, share
with the rest of the class and guide students to
discovering a rule (tables of equivalent ratios)
that can be used to further extended the
problem.
STUDENT WILL:
In groups or partners, come up with a plan to
make the move happen.
TEACHER WILL:
Review how to graph points in quadrant 1 of
the coordinate plane. Tell students to use
ratios as coordinate pairs. Pass out centimeter
graph paper. Instruct students to create a
STUDENT WILL:
Complete a graph for each ratio on centimeter
graph paper to go along with the “Moving Day
Dilemma” handout
Look for a pattern or rule that you could follow
to help make things a little easier.
Discover that creating a table is the best way to
solve the problem.
6.RP.A.3 Ratios & Proprtional Relationships – Tables of Equivalent Ratios
graph for both ratios (math books per student &
social studies books per student)
Additional Activities Resource for completing table (pgs. 5-20) :
http://maccss.ncdpi.wikispaces.net/file/view/CCSSMathTasksGrade6.pdf/460716250/CCSSMathTasks-Grade6.pdf
6.RP.A.3 Ratios & Proprtional Relationships – Tables of Equivalent Ratios
Name ____________________________________ Date ___________ Class____________
Moving Day Dilemma.
Mr. Move-a-lot has just been told he has 1 day to move all the math and social studies books in his
room to a new location. Nurse No-nonsense has just informed him that students are not allowed to lift
more than 15 pounds to avoid hurting themselves. Here’s the problem…he has to move 230
mathbooks that weigh 2 pounds a piece and 195 social studies books that weigh 4 pounds a piece.
He has 27 students that can help him. How many math books can each student carry and how many
trips will it take to get them all moved? How many social studies books can each student carry and
how many trips will that take? Somebody come up with a plan to help Mr. Move-a-lot get these books
moved! The first two students to come up with a detailed plan don’t have to help him move!