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21 st Century Lessons

21 st Century Lessons. Ratio Tables and Graphing. 6.RP.3; 3a Day 2 or 9. Warm Up. Objective: Students will use tables to graph real-world rate examples. Language Objective: Students will review vocabulary relating to graphs like origin, x-axis, y-axis and positive slope. y-axis.

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21 st Century Lessons

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  1. 21st Century Lessons Ratio Tables and Graphing 6.RP.3; 3a Day 2 or 9

  2. Warm Up Objective: Students will use tables to graph real-world rate examples. Language Objective: Students will review vocabulary relating to graphs like origin, x-axis, y-axis and positive slope. y-axis  Complete these problems: 1) Label the x-axis, y-axis and origin. 2) Plot the point (2,4) 3) Plot the point (-2, -4) 4) How are the two points related? x-axis The points are the same distance from the origin. The origin is the point (0,0) Agenda

  3. Launch Sarah and Abigale are planning a bake sale to raise money for their local food shelter. They want to make A LOT of chocolate chip cookies! Here is the recipe for chocolate chip cookies: Chocolate Chips Cookies Recipe 1 cup butter, softened 1 cup white sugar 1 cup packed brown sugar 2 eggs 2 teaspoons vanilla extract 3 cups all-purpose flour 1 teaspoon baking soda 2 teaspoons hot water 1/2 teaspoon salt 2 cups chocolate chips Agenda

  4. Launch – Partner Work Sara and Abigale decide that they will need more than 1 batch of cookies of their sale. Answer the questions below to help Sara and Abigale! 1) In 1 batch of cookies, how many cups of white sugar will be needed? 2) In 4 batches of cookies, how many cups of white sugar will be needed? 3) How did you get your answer in #2? Be ready to explain!  4) How many eggs do Sara and Abigale need to make 3 batches of cookies?  5) What do you think is the most important ingredient to making chocolate chip cookies? Agenda

  5. Launch – Partner Work Sara and Abigale decide that they will need more than 1 batch of cookies of their sale. Answer the questions below to help Sara and Abigale! 1) In 1 batch of cookies, how many cups of white sugar will be needed? 2) In 4 batches of cookies, how many cups of white sugar will be needed? 3) How did you get your answer in #2? Be ready to explain!  4) How many eggs do Sara and Abigale need to make 3 batches of cookies?  5) What do you think is the most important ingredient to making chocolate chip cookies? 1 cup of white sugar 4 cups of white sugar 6 eggs for 3 batches of cookies Agenda

  6. Launch – Whole Class Sara and Abigale decide they will make as many batches of cookies as they can! However, they only have 12 cups of chocolate chips! How many batches can they make? Let’s use one of our tools to help us! A TABLE!!! Hey, wait! Have you used a table before? If so when? Mmmm cookies! Agenda

  7. Launch – Whole Class We can use a table to help use organize information, especially when we need a lot of information! Create a table that compares # of batches to cups of chocolate chips. # of batches Cups of chocolate chips 0 0 1 2 2 4 3 6 4 8 What do we already know about 1 batch of cookies and cups of chocolate chips? 5 10 Let’s fill in the rest of the chart, and follow the pattern! 6 12 What always goes in the first row of a table? Agenda

  8. Launch – Whole Class Let’s answer our question! How many batches of chocolate chip cookies can Sara and Abigale make with 12 cups of chocolate chips? # of batches Cups of chocolate chips 1 2 2 4 3 6 4 8 5 10 6 12 Sara and Abigale can make 6 batches of cookies! Agenda

  9. Launch – Whole Class Let’s go one step further and GRAPH our table! Batches of Choc. Chip Cookies Cups of choc. chips # of batches What 3 things do we need to label on our graph? Agenda

  10. Launch – Whole Class Let’s go one step further and GRAPH our table! Batches of Choc. Chip Cookies Cups of choc. chips # of batches Agenda

  11. Explore – Partner Work In the Tour de France, athletes from all over the world compete to be the fastest cyclist by riding everyday for up to 8 hours! In last year’s race, American cyclists averaged a rate of 75 miles in 3 hours. Using this information, fill in the chart below and create a graph! Then answer the questions on your hand-out!. Agenda

  12. Explore In the Tour de France, athletes from all over the world compete to be the fastest cyclist by riding everyday for up to 8 hours! In last year’s race, American cyclists averaged a rate of 75 miles in 3 hours. Tour de France Race Miles per hour Hours Agenda

  13. Explore – Partner Work Use the Tour de France graph and table to answer the following questions! 1) In 2 hours, how far will the cyclists have gone? 2) If a cyclist traveled 125 miles, how many hours has he been biking? 3) In questions #1 and #2, did you use the graph or the table? Why? 4) Estimate, to the nearest hour, how long it would take a cyclist to go 170 miles? 5) Estimate how many miles a cyclist would bike after 2 hours and 30 minutes? Explain how you got your answer. 6) What does the first point (0,0) on the graph represent? Agenda

  14. Explore – Check your answers! Agenda

  15. Summary – Partner and Whole Class Answer the following question with a partner, and be prepared to share your opinion with the class. What is a better way to represent a rate, a table or graph? Explain your choice! Agenda

  16. Practice – Partner Work Agenda

  17. Practice Answers – Whole Class Agenda

  18. Assessment (Individual) In 20 minutes, Jacob drove 14 miles. Fill in the table to answer this question: How many miles did Jacob drive in 1 hour? Jacob drove 42 miles in 1 hour. Agenda

  19. 21st Century Lessons

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