1. “Day E” October 4, 2017 8:01 - 9:01 Math 9:03 - 10:03 Science
8: :01
Math
9: :03
Science
10: :05
Exploratory
11:07 -11:37
11: :09
12:11-12:41
Social Studies
LUNCH (2nd Lunch)
12: :43
English
1: :45

2. Today’s Agenda Homework is out on the corner of your desk,
10/4/17
ACTIVATOR:
Homework is out on the corner of your desk,
copy down tonight’s homework.
2. Activator: Take out your math packet
and notebook. In your notebook put today’s
date in the corner, and Activator on the first line.
What are some things that you notice? What are some things that you wonder?:
For every certain number of girls, there are a different number of boys. There are a total number of children in the class.

3. So I can determine if two ratios are equivalent.
I will be able to use tape diagrams or the description of equivalent ratios
So I can determine if two ratios are equivalent.
I will demonstrate my understanding by independently completing at least 4 levels correctly.
6.RP.A.1
6.RP.A.3

4. Language Objective
By the end of the lesson, I will be able to use the language domains of listening, reading and writing to solve and use the academic math language vocabulary of finding equivalent ratios.
I will show my understanding of equal ratios when I write the correct answer on a level.
I will demonstrate my understanding by completing at least four levels correctly and independently.

5. Ratios that have the same value
Ex. 4:7 is equivalent to 12:21
Equivalent ratio
Without looking back at the description, what is the chart about?
Based on the survey, should the company order more pink fabric or more orange fabric?
What is the ratio of the number of bolts of pink fabric to number of bolts of orange fabric you think the company should order?
Someone said 5 to 3 and my friend said 3 to 5. Are those the same? Is a ratio of 3 to 5 the same as a ratio of 5 to 3?
Remember, the ordering of the words in the description of the ratio relationship is what determines the order of the numbers in the ratio.

6. Exercise 2 Lets represent this ratio in a table.
The length of Shanni’s Ribbon (in inches)
The length of Mel’s Ribbon (in inches) 7 3 14 6 21 9
We use a tape diagram to represent the ratio of the lengths of ribbon. Let’s create one. 

7. Tape Diagram (Bar Model)

8. Equivalent Ratio!

9. Page 13: EXAMPLE 1
You would have to know the total number of 6th graders, and then see if the ratio 24 :total is equivalent to 2:7
The value that makes the ratios equivalent is 12

10. topic.
How do you feel?

11. I can use my class examples to help
Everyone independently start on LEVEL half sheet you left off on.
When done, come see a teacher.
If correct, teacher will ask to move to the next level.
Our goal, complete at least 4 of the level worksheets.

12. topic.
How do you feel?

13. Exit Ticket: (on sticky note)
There are 35 boys in the sixth grade. The number of girls in the sixth grade is 42. Lonnie says that means the ratio of the number of boys in the sixth grade to the number of girls in the sixth grade is 5:7. Is Lonnie correct? Show why or why not.
HOMEWORK pg. 14

14. 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