1. CCLM Class January 31, 2012 Connie Laughlin, Hank Kepner & Melissa Hedges

2. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r  Read pp. 15 – 22 in Developing Essential Understanding: Ratios, Proportions and Proportional Reasoning.  How did the examples and discussions of the problems help you understand how students develop understanding of ratios?

3. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r Students need to make a transition from focusing on only one quantity to realizing that two quantities are important.

4. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r Students need to distinguish between an additive and multiplicative situation. Students need to move from making additive comparisons to forming a ratio between two quantities.

5. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r  Deepen conceptual understanding of ratio and rates problems by using strip diagrams.  Unpack a 6th grade CCSSM standard about ratios.

6. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r We will know we are successful when we can  Use various strategies to solve ratio and proportion problems.  Justify our thinking when solving problems involving ratio and proportion using strip diagrams.  Clearly explain and provide examples for specific CCSS standards

7. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r Grape juice and peach juice are mixed in a ratio of 5 to 2. Keeping the same ratio of grape juice to peach juice, how many cups of grape juice should be added to 12 cups of peach juice. Solve this problem using ratio tables and an equation.

8. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r Cluster Statement: Understand ratio concepts and use ratio reasoning to solve problems. Read 6RP3a Divide your white board in half.  Rewrite in your words on one half.  Provide an example on the other.

9. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r The ratio of the length of the red ribbon to the blue ribbon is 7:4. If the red ribbon is 21 cm long, find the length of the blue ribbon. Include the strip diagram, drawings, and equations.

10. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r Draw strip diagrams to help you solve each problem. Explain your reasoning.  Edie and Mary shared $35 in the ratio of 4:3. How much money did Edie receive?  The ratio of the weight of Parcel X to the weight of Parcel Y is 5:3. If the weight of Parcel X is 40 pounds, find the total weight of the two parcels.

11. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r We will know we are successful when we can  Use various strategies to solve ratio and proportion problems.  Justify our thinking when solving problems involving ratio and proportion using strip diagrams.  Clearly explain and provide examples for specific CCSS standards

12. Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, 2011-2012 School Yea r