Reflection: Intervention and Extension Real-World Ratios Day 2 - Section 2: Real-World stations


Due to the ability level of my students this year, I chose to use only 3 of the questions to facilitate learning.  We worked as a whole group.  I read the questions to them and gave them the opportunity to solve on their own.  I walked around the room and assisted the students that were having difficulty by asking them what the numbers mean (SMP2) and what tool would they like to use to solve.


The problem that gave them the most trouble was the one where Valerie gave Cindy 1 candy for every 3 candies she eats herself.  The students that used a ratio table came up with an answer of 4 candies because they used a 1 to 3 ratio to start.  They knew that they had to get to a target of 12, but they misunderstood the numbers.  The tape diagram worked best for this problem because students could see that each time 4 candies were eaten,  therefore, Cindy got 3 pieces of candy and Valerie had 9 for a total of 12 pieces of candy eaten. If they wanted to use a ratio table, they would could start with the 1 to 3 ratio, but they would need to know that this still means that 4 candies were eaten all together.  The labels would be Cindy to Valerie instead of Cindy to total.  If they used the 1 to 4 ratio, they would find that Cindy got to have 3 pieces of Cany out of the 12 total. 


The problem that gave the students the most trouble was the one that said they had plenty of cream and wanted to know how many truffles could be made with 8 cups of dark chocolate.  The students wanted to know how much cream and I would say "plenty". So, I asked them what they already know.  They said that they know that 1 cup of cream and 2 cups dark chocolate make 20 truflfles.  I said "can we use this information to find out how many 8 cups of truffles makes?"  Some students used the 1 to 2  ratio to start while others used the 2 to 20 ratio.  It was cool to have them show these two strategies on the board.  Most students used a ratio table to solve. 


I had to work through each problem with them.  They struggled making the connection between the ratio given in the problem and then ones used for the answer.  I showed them that we were trying to see if they could make equivalent ratios. I also explained that they could start with either ratio.  Once we did a few problems together, they were able to start the other choices on their own.


Throughout these problems, I had the students talking to each other and working problems out on the board to help them verbalize and show what they know. 

  Ratio Problems Reflection (Candies/Truffles/Escalator)
  Intervention and Extension: Ratio Problems Reflection (Candies/Truffles/Escalator)
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Real-World Ratios Day 2

Unit 3: Ratios and Proportions
Lesson 8 of 25

Objective: SWBAT use multiple representations to solve real world ratio problems

Big Idea: Using rich math problems and multiple representations to solve ratios.

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