Students work independently on the Think About It problem. The problem starts by having students practice what they learned in the previous lesson. It then has students extend their thinking, by asking them to apply the rate to an equivalent ratio. After 3 minutes of work time, I have students share out how they tried to figure out the number of Wilson racquets in the last part of this problem. Some students will create equivalent fractions, while others will draw models.
As we conclude this warmup, I frame the lesson by letting students know that we will be using two models in this lesson - tape diagrams and tables.
In this lesson, students will use a tape diagram or a ratio table to solve for a given value by making equivalent ratios until they find an equivalent ratio pair.
In all of the problems in this lesson, we will use an additive relationship. Some students are able to make the jump to a multiplicative relationship, but in this lesson I want students to physically build out the diagrams. In future lessons, we will just represent the given ratio and then create an equivalent ratio, but here we stay concrete.
To start the introduction of new material, I model how to create a tape diagram for the Think About It problem. You can see the problem solved step by step. The steps that I follow:
Students help me create the tape diagram for the first problem in the Intro to New Material. For the second problem, I guide students to create a ratio table.
Students work in pairs on the Partner Practice problems. As they work, I circulate around the room. I am looking for:
I am asking:
I pay close attention to the organization of the tape diagrams. If students do not line up their boxes, they may lose track of what they need to draw. I created an example of the potential mistake.
After 10 minutes of partner work time, students work independently on the final check for understanding problem. I have one student who feels confident about his/her tape diagram share his/her work on the document camera. I then have one student who feels confident about his/her ratio table share his/her work on the document camera.
After 15 minutes of independent work time, I bring the class back together for a conversation. We discuss Problem_7 from the Independent Practice problem set. This problem can be difficult for students because it involves the repeated addition of a fraction. Strategies that students share may include converting the fraction to a decimal, adding 2 1/2 repeatedly in the margin, or drawing pictures.
Students work independently on the Exit Ticket to end the lesson.