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!