Coordinate multiplication equations and pattern block diagrams in which the yellow hexagon represents one whole.

Create a diagram to represent and solve a problem asking “How many groups?” in which the divisor is a unit fraction, and explain (orally) the solution method.

Formative assessment of the understanding of equivalence, and the methods students use to determine equivalence.

Interpreting Division Situations

Create an equation and a diagram to represent a multiplication or division situation involving fractions, and coordinate these representations (orally).

Explain (using words and other representations) how to find the unknown quantity in a multiplication or division situation involving fractions.

Interpret a verbal description of a multiplication situation (in spoken or written language), and identify which quantity is unknown, i.e., the number of groups, the amount in one group, or the total amount.

OK, the whole week has been pretty incredible. Lessons included area model for multiplication, problems without figures, recipes, converting units, unit rate, and we solved some area puzzles. Today was our game day to celebrate our weeks together. This group is amazing!!

We have been so busy with the move to our new space, that I have not had time to post. I hope you can forgive me.

We have started our measurement work – naming units of measurement, knowing whether the unit should be used for indicating length, weight or volume, and converting units. We are continuing to review area and equivalent ratios. Th e students are absolutely loving our new space!

Student Goals

Generalize (orally and in writing) that it takes more of a smaller unit or fewer of a larger unit to measure the same quantity.

Given a measurement in one unit, estimate what would be the same amount expressed in a different unit, and explain (orally) the reasoning.

Students have been working hard on their understanding of ratios, and this week’s formative assessments indicate that they are ready to move on to Unit Rates and Percentages. They exhibit a solid understanding of representing ratios with diagrams and appropriate language, and they are confident in their ability to find equivalent ratios using diagrams, double number lines and tables. I am quite proud of their progress.

LEARNING GOALS — Comprehend the words “row” and “column” (in written and spoken language) as they are used to describe a table of equivalent ratios. — Explain (orally and in writing) how to find a missing value in a table of equivalent ratios. –Interpret a table of equivalent ratios that represents different sized batches of a recipe

These are just a few of the calculations that I observed as the students were generating tables of equivalent ratios.

How Much for One?

LEARNING GOALS — Calculate equivalent ratios between prices and quantities and present the solution method (using words and other representations). — Calculate unit price and express it using the word “per” (orally and in writing). — Understand the phrase “at this rate” indicates that equivalent ratios are involved.

This problem is a review of students’ previous work on area and nets.