Day 41: Ratios Test Study Guide

6th Grade Math Standards: 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.

The Learning Objective: Describe the relationship between two numbers with a double number line; use a tape diagram to find equivalent ratios; use scaling to find two equivalent ratios; find a unit rate; determine if ratios are equivalent

Quote of the Day: “I wonder what a team would look like if they only focused on growth? What if the coach only spoke to their players about getting better that day in practice or during a game? Is that doable? Is that sustainable? Is that even an option? Well the majority of information in our society flies in the face of this idea, but it’s exactly what happened to the Butler Men’s Basketball program when Brad Stevens took over as the head coach. He and his staff took a group of players most top program’s didn’t even recruit, to back-to-back national championship games. In his current position holding the most historic job in NBA history, Stevens had this to say about goals: ‘I know it sounds strange, but I don’t really have goals. I focus on getting better every single day.’” – Joshua Medcalf

Question from Yesterday (as always from a student): "Why are the dots connected on some graphs but not on others?"

Assessment: Circumventing the classroom; checking homework and weekly quizzes

Agenda:

1. Visual Pattern #9
2. Review the homework
3. Quote, Star Student, Question of the Day
4. Study guide done in partners. I went to the board once every ten minutes to review material. 

Glass-Half Full: I was much more relaxed today than I had been in the previous two classes. There were 18 questions on the study guide. On about 6 of them, I could differentiate with students to the point where we were challenging even the students that had the greatest grasp of ratios. Instead of getting torn up about the fact that students were not doing enough work, I focused on having students get the couple of questions that they did.

Regrets: On the study guide, we can go down to about 14 questions. There were three questions on unit rate and only one is truly needed. I think that there needs to be more time spent on equivalent ratios questions and questions that compare to see what a better deal is.

Link of the Day: Krispy Kreme picture on NDD (National Doughnut Day).