Lesson 3 Solving Proportions using equivalent ratio Date: na Subject: Math Grade: 6

Goals: Students will be able to understand, explain and fluently apply their knowledge of rates and unit rates to solve real world problems. Common Core Standard Math RP 6 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?

Reading and Writing Standards 6.RP Understand the concept of a rate and unit rate language to describe 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. 6 Grade RST 6.3.follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grade 6-8 6 Grade WHST B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Technology standards: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Time Lesson Duration 3 Days Day 1

Opening/Framing the Lesson/Introduction/Early Assessment After reviewing the terms ratios and equivalent ratios from the first lesson, Define the new term Proportion for the students. Explain to the students that a proportion is an equation that states that to ratios are equivalent. I will explain to students that proportions can be solved by either using equivalent ratios or proportions can be solved using Algebra. Before modeling how to solve problems using equivalent ratios, I will have students defining key vocabulary students will use their smart phones to upload Vines videos where they will film themselves using total physical response by reading/acting aloud the key vocabulary terms. After students have uploaded videos, tell the students what your heartbeats per minute are from the first lesson. Then ask them what they think their heart rate would be for 10 minutes. Then model for student how to solve the problem using an equivalent ratio.

Monitor/Feedback

Then have 3 students volunteer answers as to what they think the answer will be

Day 2

The Lesson Structure: Activities

Afterward have students work with a partner. Students will go online to play and observe Dirt Bike Proportions game in which they need to be able to identify equivalent fractions. http://www.arcademics.com/games/dirt-bike-

proportions/dirt-bike-proportions.html

Day 2

Have students work in groups with their table partners. Then, have student review the data from their initial presentation on heart rates. The student will then solve problems using the date from the groups presentations using equivalent fractions for their heart rate for 10, 20, and 100 minute increments. Have the students continue working in their groups. Then have students the students use Thinking Blocks App, to create a model and explain to the whole class the process for setting up and solving proportion problems from the previous day using equivalent ratios.

Monitor and assess the students use of Thinking Block App for accuracy.

Day 3

Closing/Assessment

After reviewing how to solve proportion using equivalent ratios ask the students if they had difficulties with being able to finding equivalent ratios to solve some of their equations. Have will have 3 students volunteer the issues they had in solving the proportions problems. Then tell students that solving problems using equivalent ratios will not always work, which is why they will also need to know how to solve problems using algebra. Then use the example provided to me by the students to model how to solve problems using algebra. Afterward, have the students solve problems on a Google Form that involve both equivalent ratios and algebra.

Resources/Materials

IPads, Computer, Internet, Heart Rate App, Arcademics.com, Thinking Blocks App, Google Forms.