October 15, 2014 Day B Exploratory Math English LUNCH Science locker Social Studies

Wednesday ~ October 15 [Day B] Activator Take out your packet and notebook. Page S.69 (in packet) Do Example 1 only.

Wednesday ~ October 15 [Day B] Today’s Objective(s): Given a rate, students find ratios associated with the rate, including a ratio where the second term is one and a ratio where both terms are whole numbers. Students recognize that all ratios associated to a given rate are equivalent because they have the same value.

Page S. 69 Example 2 (4minutes) Oct. 15 5 : 4    

Page S. 69 Discussion (5 minutes) Oct. 15 Will everyone have the same exact ratio to represent the given rate? Why or why not? Not everyone’s ratios will be exactly the same because there are many different equivalent ratios that could be used to represent the same rate.

Work on one problem at a time. You will share your reasoning. Page S. 70 Examples 3–6 (20 minutes) Oct. 15 Work on one problem at a time. You will share your reasoning. Share different methods on how to solve each problem.

Page S. 70 Closing (2 minutes) Oct. 15 What are the similarities and differences between rate, unit rate, rate unit, and ratio?

Lesson Summary Oct. 15 A rate of 2/3 gal/min corresponds to the unit rate of 2/3 and also corresponds to the ratio 2 : 3. All ratios associated with a given rate are equivalent because they have the same value.

How do you feel? Oct. 15 topic.

Exit Ticket : do in agenda or notebook Oct. 15 Tiffany is filling her daughter’s pool with water from a hose. She can fill the pool at a rate of 1/10 gallons/second. Create at least three equivalent ratios that are associated with the rate. Use a double number line to show your work.

October 15, 2014 Wednesday Day B In your agenda please copy tonight’s homework and leave out for me to stamp. Math: Lesson 17 Pg. s73 Science: Social Studies: English:

Use examples to model and act as a guide for emerging learners October 15, 2014 Wednesday Day B Accommodations Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners