Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

CCLM ClassFebruary 7, 2012

Connie Laughlin, Hank Kepner & Melissa Hedges

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

Unpack a 6th grade CCSSM standard about ratios.

Deepen conceptual understanding of ratio and rates problems by using strip diagrams.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

We will know we are successful when we can

Justify our thinking when solving problems involving ratio and proportion using strip diagrams.

Clearly explain and provide examples for specific CCSS standards.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

Cluster Statement: Understand ratio concepts and use ratio reasoning to solve problems.

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.

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.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

Share your work for this problem from last week

The ratio of the weight of Parcel X to the weight of Parcel Y is 5:3. If the weight of Parcel X is 40 pounds, find the total weight of the two parcels.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

Ali and Hassan each has an equal amount of money. If Ali gives 1/3 of his money to Hassan, what will be the ratio of Ali’s money to Hassan’s money?

The ratio of the number of Melinda’s stickers to Sarah’s is 3:8. If Sarah gives ¼ of her stickers to Melinda, what is the new ratio of the number of Melinda’s stickers to Sarah’s?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

(1) The ratio of David’s weight to Raju’s weight to Ali’s weight is 8:5:4. If Raju weighs 30 kg, find the total weight of the three boys.

Describe your thinking. How did it develop from previous ratio work?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

The ratio of the number of beads in Box A to that in Box B was 6:5. After ½ of the beads in Box A were moved to Box B, there were 30 more beads in Box B than Box A. How many beads were there in Box A at first?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

The ratio of John’s money to Peter’s money was 4:7 at first. After John spent half his money and Peter spent $60, Peter had twice as much money as John. How much money did John have at first?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

How does the use of strip diagrams support your understanding of ratios and ratio problems?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year

We will know we are successful when we can

Use various strategies to solve ratio and proportion problems.

Justify our thinking when solving problems involving ratio and proportion using strip diagrams.

Clearly explain and provide examples for specific CCSS standards

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Year