6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.RP.3 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.
6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc .) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
The Objective: Find the area of a circle (among others)
Agenda:
- Review the weekly quiz from the previous week
- Olympics Video on Hand Ball
- Finish questions from the last class (if necessary)
- Start the Olympics Questions
The Assessment: I asked students to list one thing that their partner or they remembered right before they were going to make a mistake. I told them I was awarding the bronze, silver, and gold best responses tomorrow in class. I want students to become more critical of the fact that they are always making mistakes and that this is only a step toward learning and mastery. Reading The Talent Code has had a big impact on this way of thinking.
Glass Half-Full: I did not get to work with many students on the olympic questions today because I was individually giving groups feedback for the vacation projects which took forever and a day to correct. As a result, the ticket to leave was created as a way for me to measure how effective or ineffective groups were at self-monitoring their work ethic and accuracy in the math portion of the task.
One Regret: I wish I was more clear about where students should put their folders when class ended and also that they should put their names on every sheet as soon as they got these sheets because it is quite easy to become disorganized with this unit.
Link of the Day: Norway has prisons that resemble something closer to a hospital. And that's a really good thing. According to this article from NPR, Norway has one-tenth the number of prisoners as the United States and prisoners are half as likely to commit the same crime once they are out of jail.
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