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What might the missing number be?

What might the missing number be?. Explain your answer(s) to your neighbours. Ratio and Proportion Pu rpose of the sessions: Se ssion 1:  To develop subject content knowledge of ratio and proportion  To develop a range of activities and resources for delivering ratio and proportion

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What might the missing number be?

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  1. What might the missing number be? Explain your answer(s) to your neighbours

  2. Ratio and Proportion Purpose of the sessions: Session 1: To develop subject content knowledge of ratio and proportion To develop a range of activities and resources for delivering ratio and proportion Session 2: To plan a a structured and engaging lesson on ratio and proportion

  3. DfE Mathematics programmes of study: Key Stage 3 Ratio, proportion and rates of change Pupils should be taught to: change freely between related standard units [for example time, length, area, volume/capacity, mass use scale factors, scale diagrams and maps express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1 use ratio notation, including reduction to simplest form divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics solve problems involving direct and inverse proportion, including graphical and algebraic representations use compound units such as speed, unit pricing and density to solve problems.

  4. What is direct proportion? Can you define it? Can you give an example? When a problem is concerned with two variables, and the ratio of one of the variables to another is always the same, we say that the variables are in direct proportion. An example might be the number of kilograms of potatoes that you buy and what you pay for them. For example, if potatoes cost 50p per kilogram and you buy 6 kg, you pay £3. If you buy 20 kg, you pay £10. The ratio 6 : 3 is the same as the ratio 20 : 10, since they both simplify to 2 : 1.

  5. Key Strategies Scaling In a box of sweets there are 5 toffees for every 2 chocolates. There are 15 toffees in the box. How many chocolates are there? The Unit Method A cake recipe for 6 people needs 120 g flour. How much flour will a cake for 7 people need?

  6. Pocket Money George and Linda are brother and sisters. George is 10yrs old and Linda is 15yrs old. For pocket money George gets £10 and Linda gets £15. Linda gets a raise to £24. How much should George get? Talking points: How do you think this question would be attempted by students? What do you think are the common misconceptions that students make? How would you use ratio / scaling / proportion to solve the problem? What strategies would you like your students to use?

  7. Inspiring minds?

  8. Getting Started

  9. Value for money? How would you work this out? What are the alternatives? What are the 'pitfalls'? 350g 450g £5.25 £4.20

  10. Custard You need 1 pint of whole milk to make enough custard to serve 6. How many servings could you make with 2 litres of milk? (1 litre is approx 1.75 pints) What year group / ability would you use this task for? How could you adapt it to make it more / less challenging?

  11. Blood Cells 15 white 24 red 18 white 30 red

  12. Inverse proportion It takes 4 men 20 hours to repair a gas pipe.

  13. What might the missing number be? Explain your answer(s) to your neighbours

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