Stage 1: Desired Results

Stage 1: Desired Results

Established Goals: Common Core State Standards
6.RP Ratios and proportional relationships
    1. Understand the concept of a ratio and use ratio reasoning.
    2. Understand the concept of a rate and use rate reasoning.
    3. Use ratio and rate concepts to solve real-world problems, such as percentages and unit pricing
Established Goals: Common Core State Standards
6.RP Ratios and proportional relationships
    1. Understand the concept of a ratio and use ratio reasoning.
    2. Understand the concept of a rate and use rate reasoning.
    3. Use ratio and rate concepts to solve real-world problems, such as percentages and unit pricing
Enduring Understandings:
Students will understand that:
Essential Questions:
 Ratio is a comparison between two quantities with similar units.
 How is ratio defined?
 Ratio can be used to compare more than two quantities.
 How is rate described?
 Rate is a comparison between two quantities with different
units.
 What is unit rate?
 Unit Rate is a comparison between a quantity and a unit of
 What is meant by proportion?
another different quantity.
 How is ratio compared and contrasted with  rate?
 Two equivalent ratios are fractions with the same value.
 How can knowledge of unit rate help in making wise
 Two equivalent ratios form a proportion.
decision-making?
 Unit rate is used to solve for unit pricing/cost that can help in
finding products of “best-buy” value

Students will be able to:

RATIO
 State the meaning of ratio
 Write ratios as fractions in lowest terms
 Solve problems involving ratio
RATE

 State the meaning of rate

 Write the rate for a given pair of quantities
 Solve problems involving rate

PROPORTION

 State the meaning of proportion

 Show two ratios are equal or not
 Solve for the missing quantity(term) in a proportion
 State a proportion for a given problem
 Solve problems involving proportions

Stage 2: Assessment Evidence

Stage 2: Assessment Evidence
Performance Tasks: (Oral and Written) Other Evidence: (Web-based Assessment and Evaluation)
Integrating Technology.   www.ndms.nycusa.net
RATIO
 Oral Exercises (Individual)
Express in the lowest terms the ratio of the first number (or quantity) to
the second (a) in fraction form and  (b) in the form a:b

Integrating Literacy: Find each ratio as a fraction in lowest terms  Skills Intervention Worksheets 
1. The number of vowels to the numbers of consonants in the English
Alphabet http://adm.nycusa.net/SkillsIntervention
2. The number of consonants to the total number of letters.
3. The total number of letters to the number of vowels. http://glencoe.mcgraw-
   hill.com/sites/dl/free/0328887038/628217/sic1se.pdf
1. Connecting to Geometry: The ratio of width to length of a rectangle *Skill 10  Ratios as Fraction, pages 19-20
is 3:5 and its perimeter is 48 cm. Find the area of the rectangle. *Skill 39  Unit rates, pages 77-78
*Skill 40  Proportion, pages 79-80
2. Connecting to Business Math: A and B are business partners. A
invests $60,000 in business, and B invests $40,000. They gain $24,000.
If they divide the gain in the ratio of amounts invested, what is the  Skills Practice Workbook
share of each investor? http://glencoe.mcgraw-
hill.com/sites/dl/free/0328887038/615952/spc1.pdf
3. Connecting to Measurement: A 3-meter pole is cut into two parts
which have the ratio of 1 to 4. Give the length of each part in
decimeters. *Lesson 5.1 Ratio and Rates, page 15
*Lesson 5.2 Proportions, page 16
4. Connecting to Sports: A basketball team has a win-loss-tie record in
the ratio 5:3:2. if the team played 20 games, how many games were  Study Guide and Intervention Workbook (13130.0K)
won, lost and tied. http://glencoe.mcgraw-
hill.com/sites/dl/free/0328887038/615952/sgic1.pdf
RATE *Lesson 5.1 Ratios and Rates, page 15
 Oral Exercises (Individual) *Lesson 5.1 Proportion, page 16
Express each rate in per unit form.  Quick Review Math Handbook,
1. 120 km in 3 hours http://glencoe.mcgraw-
2. $1,000 in 4 months hill.com/sites/dl/free/0328887038/628217/qr_1.pdf
3. Three melons for $1
4. 30 km on 3 liters  of gasoline Chapter 5.5 Pages 236 -240
5. a dozen eggs for $3  Investigation Notebook and Reflection Journal
6. 18 degree Celsius in 2 hours http://glencoe.mcgraw-
hill.com/sites/dl/free/0328887038/615952/NTBK_C1_G6_SE.pdf
Written Exercises (Students may work in pairs.)
*Chapter 5 Rate, Ratio & Proportion, page 52
1. A motorist dove 1,200 km on 45 liters of gasoline. How many liters
are needed to drive 500km?

2. Connecting to Measurement. A typist can type 275 words in 5  Chapter Readiness

minutes. How many words can he type in 0.5 hour? http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
resource=chapterreadinessquiz
* Chapter 5 Rate, Ratio and Proportion
3. A car travels at a constant speed of 100 km/h. How far would it
travel in 5.6 hours?
 Test Practice
4. Dianna works 5½ hours per day at  $7.50 per hour at a fst-food http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
resource=testpractice
restaurant. How much does she earn in 5 days?
* Chapter 5 Rate, Ratio and Proportion
5. Car X travels 216 km in 2 hours. the speed of car Y is half the speed
of car X. (a) What is the speed of car Y? (b) How long would it take
car Y to travel 216 km?
 Geometer’s Sketchpad
http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
PROPORTION
resource=thegeometer'ssketchpad
 Oral Exercises (Individual)
State the equation that results when you equate the product of the * Chapters 5 and 6
extremes and the product of the means.
Connecting to Algebra.
1. 2 : 3 = 14 : x  Personal Tutor
2. ⅗ = 6x : 10 http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
3. y : 6 = 6 : 4 resource=personaltutor
4. 3k/5 = (k + 5)/10  Written Exercises (Students may work in pairs.)
1.  Solve for x:  (2x +1) :  18 = (4x - 3) : 21 * Chapter 5, Lessons 1 & 2

2. If x/7 = 3/21 , what is the ratio of x to 3?  Self-Check Quizzes

http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
resource=selfcheckquizzes
3. A train traveled 720 km in 9 hours. (a) How far would it travel in 11
hours? (b) How long would it take to go 1,120 km?
* Chapter 5, Lessons 1 & 2
4.It takes 12 minutes to cut a log into 4 pieces. How long would it take  Extra Examples
to cut the log into 6 pieces? http://glencoe.mcgraw-hill.com/sites/0328887038/sitemap.html?
resource=extraexamples
5. A basket of fruits contains only apples, oranges, bananas. The ratio * Chapter 5, Lessons 1 & 2
of oranges to apples  is 3 to 2, and the ratio of bananas to apples is 4 to
3. There are 18 oranges in the basket.
(a) How many apples are in the basket? (b) How many bananas are ACUITY
there in the basket? www.arisnyc.org
(c) How many pieces of fruits in the baskets? *Assign problems on ratios, rates, and proportions

  NYS Review
http://www.nysedregents.org/Grade6/Mathematics/home.html
* Select problems involving ratios, rates, and proportions

1. Standardized Test MathPlayground.com: 

http://highered.mcgraw-
hill.com/sites/0078740428/student_view0/chapter6/standardized_test_practic  Recognizing Bilingual Learners
e.html Individual Differences/Differentiated Instruction

1. ThatQuiz.com :
2. NYS Math Exams
http://www.nysedregents.org/Grade6/Mathematics/home.html
 Spanish http://www.thatquiz.org/es/
 Chinese
 French http://www.sanslivre.com/fr/
http://www.nysedregents.org/Grade6/Mathematics/Chinese/home.html
 Polish http://www.bezksiazek.com/pl/
  Creole  Chinese http://www.suanpantong.com/zh/

http://www.nysedregents.org/Grade6/Mathematics/HaitianCreole/home.html
 Korean
3. IXL.com
http://www.nysedregents.org/Grade6/Mathematics/Korean/home.html
 Russian  Candian http://ca.ixl.com/
 Irish http://ie.ixl.com/
http://www.nysedregents.org/Grade6/Mathematics/Russian/home.html
 Spanish

http://www.nysedregents.org/Grade6/Mathematics/Spanish/home.html
4. Glencoe.com

6. XPMath.com
7. CoolMath.com

2. NYS Math Exams

http://www.nysedregents.org/Grade6/Mathematics/home.html
Chinese

http://www.nysedregents.org/Grade6/Mathematics/Chinese/home.html
Creole

http://www.nysedregents.org/Grade6/Mathematics/HaitianCreole/home.
html
Korean

http://www.nysedregents.org/Grade6/Mathematics/Korean/home.html
Russian

http://www.nysedregents.org/Grade6/Mathematics/Russian/home.html
Spanish

http://www.nysedregents.org/Grade6/Mathematics/Spanish/home.html
Stage 3: Learning Plan
Stage 3: Learning Plan
RATIO

A. Introduction
 Tell the girls to count off to know the number of girls present. DO teh same with the boys.
 Ask whether each boy could be paired with a girl in the class. If not, how many girls corresponds to how many boys?

B. Development

 Discuss to students several familiar ratios. e.g. number of boys to number of girls in the class/family.
 Provide an example such as the one below and discuss how to write or form ratios.

   There are 25 girls and 17 boys in a 6th grade class.

   (a) What is the ratio of girls to boys in the class?
   (b) What is the ratio of boys to girls in the class?
   (b) What is the ratio of girls to all the students in the class?
 Provide other examples.
 Remind the students that a ratio must represent similar quantities.
 Recall to students equal fractions, cross products
 Have the students answer the Oral Exercises.
 Have the students explain their answers.

C. Application

 Have students answer the Written Exercises.

  Have the students show their solutions.

D. Conclusion

 Ask the class to describe what ratio is and how they would write or form one.

RATE

A. Introduction

 Have the students measure their heart beats for 2 minutes; if conditions permit, have the kids jog for a minute first so they can feel
their heart beats better.
 Call on volunteers to write their heart beats on the board for

B. Development

 Recall ratios.
 Have the students write the number of heart beats and the time (2 minutes) in ratio form.
 Introduce and define rate.
 Provide other examples like distance to time, number of students and teacher in the classroom
 Point out that when we talk about rates, we often use teh word per, or the symbol “/”. And the denominator is equal to one.
 To have a better understanding on rate, have the students do the Oral Exercises.
 Have the students explain their answers.
C. Application

 Have the students do the Written Exercises

 Have the students show their solutions.

D. Conclusion

 Have the class summarize what rate is and the correct way to read a particular ratio

PROPORTION

A. Introduction

 Cite examples of equal ratios, say, the number of girls to the number of boys in grade 6 and the number of boys  to the number of
girls in grade 5. (Teacher must have the data in advance.)

B. Development

 Review the equality principle on ratio and also equal fractions.

 Recall how to solve equations with the use of division, 3n = 15 (2)
 Give examples which can be solved by simply multiplying,

           6/7 = n/35

 Discuss further the use of proportion, have the students do the Oral Exercises.
  Use cross products in solving

C. Application

 Have the students do Written exercises.

D. Conclusion

 Point out to the students that they can solve a proportion by using any of the three methods, by multiplying, by dividing, and by
cross products.

RATIO

A. Introduction
 Tell the girls to count off to know the number of girls present. DO teh same with the boys.
 Ask whether each boy could be paired with a girl in the class. If not, how many girls corresponds to how many boys?

B. Development

 Discuss to students several familiar ratios. e.g. number of boys to number of girls in the class/family.
 Provide an example such as the one below and discuss how to write or form ratios.

   There are 25 girls and 17 boys in a 6th grade class.

    (a) What is the ratio of girls to boys in the class?
   (b) What is the ratio of boys to girls in the class?
   (b) What is the ratio of girls to all the students in the class?
 Provide other examples.
 Remind the students that a ratio must represent similar quantities.
 Recall to students equal fractions, cross products
 Have the students answer the Oral Exercises.
 Have the students explain their answers.

C. Application

 Have students answer the Written Exercises.

 Have the students show their solutions.

D. Conclusion

 Ask the class to describe what ratio is and how they would write or form one.

RATE

A. Introduction

 Have the students measure their heart beats for 2 minutes; if conditions permit, have the kids jog for a minute first so they can feel
their heart beats better.
 Call on volunteers to write their heart beats on the board for
B. Development

 Recall ratios.
 Have the students write the number of heart beats and the time (2 minutes) in ratio form.
 Introduce and define rate.
 Provide other examples like distance to time, number of students and teacher in the classroom
 Point out that when we talk about rates, we often use teh word per, or the symbol “/”. And the denominator is equal to one.
 To have a better understanding on rate, have the students do the Oral Exercises.
 Have the students explain their answers.

C. Application

 Have the students do the Written Exercises

 Have the students show their solutions.

D. Conclusion

 Have the class summarize what rate is and the correct way to read a particular ratio

PROPORTION

A. Introduction

 Cite examples of equal ratios, say, the number of girls to the number of boys in grade 6 and the number of boys  to the number of
 girls in grade 5. (Teacher must have the data in advance.)

B. Development

 Review the equality principle on ratio and also equal fractions.

 Recall how to solve equations with the use of division, 3n = 15 (2)
 Give examples which can be solved by simply multiplying,

           6/7 = n/35

 Discuss further the use of proportion, have the students do the Oral Exercises.
 Use cross products in solving

C. Application

 Have the students do Written exercises.

D. Conclusion

 Point out to the students that they can solve a proportion by using any of the three methods, by multiplying, by dividing, and by
cross products.

Differentiation for students with English Language Learners/Special Education Services –

Utilize the following resources:
 Reinforcement Activity
 Enrichment Activity
 Recognizing Bilingual Learners

Differentiation for students with English Language Learners/Special Education Services –

Utilize the following resources:

 Reinforcement Activity
 Enrichment Activity
 Recognizing Bilingual Learners