Day 43: Ratios Test Review & Fractions Intro

6th Grade Math Standards: 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

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 Learning Objective: Transfer numbers between improper and mixed fractions

Quote of the Day: “Research shows most communication is nonverbal; only a small percentage is based on spoken words. We communicate with facial expressions, gestures, eye contact, posture, and especially the tone of our voice.” – Joe Ehrmann

Question from Yesterday (as always from a student): What should we simplify to get simplest form? 10 cm to 40 cm? 12 cm to 48 cm? 15 cm to 60 cm? The sum of all the lengths to the sum of all the perimeters?

Assessment: Circumventing the classroom during the notes portion of class

Agenda:

1. Fill out the checklist for the self-assessment
2. Review the test 
3. Weekly Quiz collected
4. Fraction Notes
5. Hershey Bar Activity

Glass-Half Full: As the standards indicate, we took the class back in time today. There were some third grade standards mixed in. I think out of guilt, we threw in the definition for reciprocal (6th grade concept). That said, certain students did struggle. In circumventing the room, I was able to work with students until they could complete one of each type of problem (converting improper to mixed and mixed to improper) on their own.

Regrets: The Hershey Bar activity is not going to be used by me next year. I like hands on, but the questions here don't get students to think (not to mention the word column needs to get changed to row).