1. “Day C” October 13, 2016 7:51 - 8:51 Math 8:53 - 9:53 Science
7: :51
Math
8: :53
Science
9: :55
Exploratory
10:57 -11:27
11:29 -12:31
LUNCH (1st Lunch) (bring lunch $)
Social Studies
12: :33
English
1: :35

2. October 13, 2016 [Day C]
ACTIVATOR
Take out your PACKET homework & notebook.
In your notebook, JUST SOLVE:
The DMV reported that in the month of August, for every 𝟓 passenger cars registered, there were 𝟕 pickup trucks registered.”
Create a tape diagram to show this ratio.
ACTIVATOR:

3. October 13, 2016 [Day C] Today’s OBJECTIVE:
I will be able to use tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
I will demonstrate my understanding by completing at least 3 centers correctly with my group.
6.RP.A.1 6.RP.A.3

4. October 13, 2016 [Day C] Language Objective
By the end of the lesson, students will be able to use all four language domains of listening, speaking, reading and writing the academic math language vocabulary or ratios while using tape diagrams to find an equivalent ratio when given the part-to-part ratio and the difference between those two quantities.
They will demonstrate their understanding by completing at least 3 centers correctly with their group.
6.RP.A.1 6.RP.A.3
Academic math Language Vocabulary:
Tape diagram, equivalent ratio, part-to-part, part-to-whole, difference of two ratios/quantities

5. Write four different ratios
The ratio of cars to trucks is __ : __
The ratio of _______ to cars is __ : ___
trucks
7 5
The ratio of ____ to __________ is ___ : ___
cars
total vehicles 5 12
The ratio of ____ to __________ is ___ : ___
trucks
total vehicles 7 12

6. Trucks: total vehicles
Cars : trucks
Trucks : cars
Cars: total vehicles
Trucks: total vehicles
Part-to-Part
Part-to-Whole

7. b. Make a tape diagram that represents the quantities in the part-to-part ratios that you wrote.
c. How many equal-sized parts does the tape diagram consist of?
d. What total quantity does the tape diagram represent?
Cars
Trucks 12
192 vehicles

8. e. What value does each individual part of the tape diagram represent?
f. How many of each type of vehicle were registered in August?
5 x 16 = 80, there were 80 cars registered in August
7 x 16 = 112, there were 112 trucks registered in August

9. topic.
How do you feel?

10. The 9 sections represent the 108 “more vehicles”
Commercial Vehicles
12 x 5 = 60 commercial vehicles
Non-commercial vehicles
Hint: Divide the 108 by the 9 sections then figure out the total…
The 9 sections represent the 108 “more vehicles”
12 x 14 = 168 non-commercial vehicles
Each section represents 12 vehicles

11. topic.
How do you feel?

12. You Do…
Today you will work in your small group to complete 4 centers.
If you are on the left side of the room, you will complete the 4 centers on the left side of the room.
If you are on the right side of the room, you will complete the 4 centers on the right side of the room.

13. Center Work: Students are to:
Read over the directions and problem(s) at each station.
With your group, you will answer the problem(s) on your recording sheet
When the teacher tells you to, you will move to the next station and follow the directions.
You will only have 7 minutes at each station.
Center 4
Center 4
Center 3
Center 3
Center 2
Center 2
Center 1
Center 1

14. ~ Ticket to Go ~
Solve: When Carla looked out in the school parking lot, she noticed for every 2 minivans, there were 5 other types of vehicles. If there are 161 vehicles in the parking lot, how many of them are not minivans?

15. ~ HOMEWORK ~
Lesson 5 : pg. S18

16. 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