Day 64: Part Given Whole

6th Grade Math Standards: 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.

Objective: Find the part given the whole amount; find the whole given the part; find the percent given the part and the whole

Agenda:

1. Open Middle
2. QSSQ 
3. Review of percent of a number homework 
4. Proportion frayer model
5. Part Given whole notes
6. Part given whole practice 

Assessment: Students did some problems from the notes on their own as I circumvented and other students helped.

Glass Half-Full: The Open Middle problem was something students struggled with despite the fact that Robert Kaplinsky calls it a fourth grade problem. I decided not to go over the answer in any classes and hang onto the problem as a bonus for the quiz.

Regrets: I got lazy and did not interleave well at all on these notes. Students got used to setting up proportions, but never had to think about what number was a part and what number was a whole because the part was always the number that was given. If I could have even added one problem in which the whole was given (percent of a number) it would have forced students to think more about how the problem was written. These problems are an issue of literacy as much as math once the basic understanding of what a percent is met.