Topic 12- Ratios, Rates, and Proportions
January 21-27 (Jan 28 posttest/pretest)
Lesson12-1 Understanding Ratios | CCSS6.RP.1 | Arizona StandardsM06-S1C1-01 |
12-2 Equal Ratios and Proportions | 6.RP.3 | M06-S1C1-01 |
12-3 Understanding Rates and Unit Rates | 6.RP.2 | M06-S1C1-01, M06-S1C1-03 |
12-4 Comparing Rates | 6.RP.3.b | M06-S1C1-01, M06-S1C1-04 |
12-5 Distance, Rate, and Time | 6.EE.9 | M06-S1C2-04, M06-S3C3-04 |
12-6 Problem Solving: Draw a Picture** (2 days) | 6.RP.2 | M06-S3C2-01 |
Double Dose Recommendations:
- Pre-teach the following: Mean, Median, Mode, 3 days (#68-#70)
- 12-6 Problem Solving, 2 days
Tip of the Week:
The following tips come straight from the ADE:
Standard | ADE Explanation and Example(s) |
CCSS.Math.Content.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” | |
CCSS.Math.Content.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” | |
CCSS.Math.Content.6.RP.A.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. | |
CCSS.Math.Content.6.RP.A.3b 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? |
Technology Integration Resources:
Mathematical Practices:
Attend to Precision — Remind students that ratios can be written as a fraction (3/7), which is the same as 3 to 7, which is the same as 3:7. They all compare the portion of 3 to the whole of 7. Ask students about the math terms they can apply in different situations. — What math terms apply in this situation? or “What math language, definitions, properties can you use to explain ….?”
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