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!
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.
CCSS.MATH.CONTENT.6.G.A.1 Find the area of polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Using Proportional Reasoning
This performance assessment task involves a range of mathematical practices from the standards, with emphasis on:
MP1:Make sense of problems and persevere in solving them MP2:Reason abstractly and quantitatively MP3:Construct viable arguments and critique the reasoning of others MP4: Model with mathematics MP5:Use appropriate tools strategically MP6:Attend to precision MP7:Look for and make use of structure MP8:Look for and express regularity in repeated reasoning