21 st Century Lessons

1. 21st Century Lessons Comparing Ratio Problem-Solving Tools 6.RP.3 Day 11

2. Warm Up SWBAT find similarities and differences among several ratio problem-solving methods. Language Objective: They will write about the similarities and differences using ratio vocabulary. 25 World Records were broken at the 2012 Summer Olympics. Use these rounded times to find the unit rate of each record. 2. Dana Vollmer (US) swam the 100 meter breaststroke in a bit more than 50 seconds. 1. The US Women’s team ran the 400 meter relay in just over 40 seconds. What was their unit rate? What was her unit rate? 3. Is the rate of the Women’s relay actually faster or slower than the unit rate you found? How about Vollmer’s? Agenda

3. Launch – Think, Pair, Share A race car travels 60 miles in 40 minutes. At that rate, how much time would it take to travel 45 miles? Pick one tool and use it to solve this problem on the worksheet. What tool could you use to solve this problem? Double Number Line Ratio table Unit rate Agenda

4. Launch – Problem Solving A racecar travels 60 miles in 40 minutes. At that rate, how much time would it take to travel 45 miles? Now pick another tool and solve the problem again! The answer is 30 minutes. Did you get that? Double Number Line Ratio table Unit rate Agenda Teacher reference

5. Explore - Directions You will be put into one of 6 groups. Briefly share your work with each other. Count how many different tools were used at your table. Your teacher will assign each group one tool to present. Your group will make a poster presentation on how to use that tool for the racecar problem. Agenda

6. Explore – Poster-Making Quickly make a poster that shows how to use the tool you are presenting. • Put the tool name as the title of the poster. • Show every step to solve the problem. • Circle the answer. Make sure to put the units. • Put the name of everyone in the group on the poster. • You have 10 minutes. Tool: Ratio Table • Go! Agenda

7. Explore – Poster Presentation Practice Each student in the group must be able to present the poster to another group of students. • Take turns explaining the poster. • Make sure each student can explain how to use that tool to solve the problem. • You have 5 minutes. Tool: Ratio Table Agenda

8. Explore – Stay and Stray Stay and Stray How it works Agenda

9. Explore – Poster Presentations: Stay and Stray • You will travel around the classroom looking at posters and hearing presentations. • What we are doing is called “Stay and Stray” • Your job is to listen very carefully to each presentation because you might have to give the presentation for that poster to the next group, even if you didn’t make it. • Before we start, make sure that everyone in the group is capable of explaining how to find the answer to the problem on the poster using the tool you were assigned. Agenda

10. Explore – Poster Presentations: Stay and Stray • There are six stations in the classroom. Each tool will have two posters. • The posters are numbered 1 – 6. • There are six small groups that will start off standing at the station where their poster is hung. • The small groups are lettered A – F. Agenda

11. Explore – Poster Presentations: Stay and Stray This is what it looks like after making the posters. The student with the “P” is the first presenter. Then this happens… Poster 1 Poster 2 P P P Group A Group B Poster 6 Group F Poster 3 Group C Group E Group D P P P Poster 5 Poster 4 For teacher reference: What comes next? Agenda Click above for info

12. Explore – Poster Presentations: Stay and Stray Before the first presentation: • One person from each group will be chosen to present your poster for the first time. • Everyone else in the group will travel to the next poster in the sequence for the first presentation. • Remember: When you listen to a presentation you must pay very close attention. You may be chosen to present the poster to the next group of students. Agenda

13. Explore – Poster Presentations: Stay and Stray Before the 2nd presentation: • One person from each group standing in front of a poster will be chosen to present the poster for the second round of presentations. • Everyone else in the group will travel to the next poster in the sequence for the second presentation. • The teacher will describe the person who will present. • If you have already presented one time you will not present a second time even if it sounds like you. Agenda

14. Explore – Poster Presentations Poster Presentations Agenda

15. Explore – Poster Presentation #1 Are you ready? The person in each group who will be the first presenter is … The oldest student in each group. If you are not the presenter then move to the next poster in the sequence. That is, if you made Poster #1, then you should be at Poster #2 (unless you are presenting Poster #1). People who made #2 should be at Poster #3. Etc. You may begin the presentation. You have 5 minutes. Agenda

16. Explore – Poster Presentation #2 Ok, time is up. It is time to determine who is the next presenter for the poster in front of you. That person is … The student whose birthday is earliest in the year. Everyone else will move on to the next poster in the sequence. Move to your next poster. Agenda

17. Explore – Poster Presentation #2 Now presenters you will have 4 minutes to explain how to get the answer using the tool on your poster. Everyone else, listen carefully. You may be the next presenter. Ask good questions if you don’t understand how to get the answer or how to use the tool on the poster. You may begin the presentation. You have 4 minutes. Agenda

18. Explore – Poster Presentation #3 Ok, time is up. It is time to determine who is the next presenter for the poster in front of you. That person is … The student who has the longest hair. If the person being described has already presented then don’t consider that person. Choose among the remaining group members. Now everyone besides the presenter will move on to the next poster in the sequence. Move to your next poster. Agenda

19. Explore – Poster Presentation #3 Now presenters you will have 3 minutes to explain how to get the answer to the question on your poster. Everyone else, listen carefully. You will use this tool to solve problems later. You may begin the presentation. You have 3 minutes. Agenda

20. Summary – Individual (or partners) 8 You will now compare and contrast two of the tools. 8 Pick any two tools. Write their names on the lines. 8 Find some ways they are the same and some ways they are different. You may work with a partner if it helps. 8 Fill in the chart with some bullet points. Agenda

21. Summary – Whole Class Discussion Let’s discuss two of these tools. What is something that is the same and something that is different about them. Can you name each of these tools? 60 miles 1.5 miles 45 miles = = 40 mins 1 min 30 min Unit rate 0 15 30 45 60 miles mins 0 10 20 30 40 Ratio table Double Number Line Agenda

22. Summary Now use your bullet points to write sentences. Make sure you use ratio vocabulary words. Click forward for word bank. Ratio Word Bank: ratio rate equivalent value unit rate quantity Agenda

23. Exit Slip Use any tool you like to solve this problem. Show all your work. Jaden noticed that he read 16 pages in 32 minutes last night. If his book has 72 pages left, how long will it take him to finish the book if he continues to read at that rate? Challenge: If he starts at 7:45 pm and reads straight through to the end, at what time will he finish, at this rate? Agenda

24. Exit Slip Jaden noticed that he read 16 pages in 32 minutes last night. If his book has 72 pages left, how long will it take him to finish the book if he continues to read at that rate? ÷ 2 X 9 ÷ 2 ÷ 2 ÷ 2 X 9 Challenge: If he starts at 8:00 pm and reads straight through to the end, at what time will he finish, at this rate? Answer: 36 minutes 7:45 pm + 36 minutes = 9:21 pm Agenda