1. “Day A” Thursday: Nov. 5, 2015 7:57 - 8:45 Exploratory 8:47 - 9:35
7: :45
Exploratory
8: :35
9: :25
Social Studies
10:30 – 11:30
11: :03
Math Express
LUNCH (3rd Lunch)
12: :54
English
12: :44
Science
1: :30
Math
locker

2. Do NOW: Take out your homework
11/5/15
Take out your homework
Pick up a “DO NOW” (on top of projector)
Complete the DO NOW (5 mins.)
Pass it in when done

3. November 5, [Day A]
I will be able to use tape diagrams to solve problems when the part-to-part ratio is given and the value of one of quantities is given and also determine if two ratios are equivalent.
I will demonstrate my understanding by completing page 13 independently.
6.RP.A.1
6.RP.A.3

4. 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.

5. 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. 

6. Tape Diagram (Bar Model)

7. Equivalent Ratio!

8. Page 8 :
Exercise 3
Nov. 5, 2015
Mason and Laney ran laps to train for the long-distance running team. The ratio of the number of laps Mason ran to the number of laps Laney ran was 2 to 3.
If Mason ran 4 miles, how far did Laney run?
Laney ran 6 miles.

9. If Laney ran 930 meters, how far did Mason run?
Page 8 :
Exercise 3
Nov. 5, 2015
If Laney ran 930 meters, how far did Mason run?
Draw a tape diagram to determine how you found the answer.
Mason ran 620 meters.

10. 4:6 and 620 : 930 What ratios can we say are equivalent to 2:3?
Page 8 :
Exercise 3
Nov. 5, 2015
What ratios can we say are
equivalent to 2:3?
4: and : 930

11. topic.
How do you feel?

12. Page 9: Exercise 4
Nov. 5, 2015
Josie took a long multiple-choice, end-of-year vocabulary test. The ratio of the number of problems Josie got incorrect to the number of problems she got correct is 2:9.
(a) If Josie missed 8 questions, how many did she get correct? Draw a tape diagram to demonstrate how you found the answer.

13. Page 9: Exercise 4 8:36 and 20:90 Nov. 5, 2015
(b) If Josie missed 20 questions, how many did she get correct? Draw
a tape diagram to demonstrate how you found the answer.
(c) What ratios can we say are equivalent to 2:9?
8:36 and 20:90

14. Page 10: Exercise 4
Nov. 5, 2015
(d) Come up with another possible ratio of the number Josie got incorrect to the number she got correct.
incorrect: correct
10 : 45
(e) How did you find the numbers?
Incorrect : correct
10 : 45
5 x 2 : 5 x 9
(f) Describe how to create equivalent ratios.
Multiply both numbers of the ratio by the same number.

15. topic.
How do you feel?

16. Page 12: EXAMPLE 1
Nov. 5, 2015
You would have to know the total number of 6th graders, and then see if the ratio 24 :total is equivalent to 2:7

17. Page 12: Exercise 1
Nov. 5, 2015

18. Page 13: Exercise 2 Nov. 5, 2015 54 divided by 6 equals 9.
5 times 9 equals 45.
There are 45 walnuts in the bag.
The ratio of the # of walnuts to the # of cashews is 45:54.
That ratio is equivalent to 5:6.

19. Oct. 21, 2015
Lesson 17
topic.
How do you feel?

20. Exit Ticket: (on sticky note)
Nov. 5, 2015
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. 11 #4 (all parts)
Pg (all)

21. Nov. 5, 2015
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