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locker. Do Now. Write down at least 2 notices and at least 2 wonders for the following problem: Some amount of the sand went through a sand timer in a certain number of minutes. The rest of the sand goes through at the same rate. Objective.

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  1. locker

  2. Do Now • Write down at least 2 notices and at least 2 wonders for the following problem: • Some amount of the sand went through a sand timer in a certain number of minutes. The rest of the sand goes through at the same rate.

  3. Objective • I will be able to use ratio and rate reasoning to solve real-world and mathematical problems. • So I can learn how to reason about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations in order to determine the answer to a rate problem. • I will show I know it when I can read the real world problem and then create two different methods to show how someone could have solved the task with at least 80% accuracy. • 6.RP.A.3

  4. Vocabulary • Three-fifths • Rate • Timer • Percent • Original price • Sale price • discount

  5. Complete on your handout • Jamie solved the following problem for homework: • Three-fifths of the sand went through a sand timer in 18 minutes. If the rest of the sand goes through at the same rate, how long does it take all the sand to go through the sand timer? Jamie got 30 minutes for her answer. Show TWO different ways that Jamie could have solved the problem.

  6. Discussion • We need you to please hand in the handout that you just worked on. • We will take 5 minutes to share with the whole class our thoughts on this problem.

  7. How do you feel? topic.

  8. The Problem… • Although both problems involve discounts and percentages, each problem has a different unknown, and each needs to be set up and solved differently. • Problem A: I bought a mountain bike that was on sale for $250. During the sale, the store offered a 10% discount. How much money did I save? • Problem B: I bought a jacket that was on sale. At a 10% discount, I ended up saving $6. What was the original price?

  9. Compare and Contrast Phase 1:

  10. Phase 2: The Comparison Phase • Next, students will use a Top Hat Organizer to identify the essential similarities and differences between the problems.

  11. Key similarities to note include: • Something is purchased. • The original price is discounted. • An amount is saved. • Key differences to note include: • In Problem A, we’re looking for the savings. In Problem B, we’re looking for the original price. • In Problem A’s equation, M is by itself. In Problem B’s equation, N is with another number. • For Problem A. we follow the equation. For problem B, we change the equation. • For Problem A, we multiply the original price by the discount to get the savings. For Problem B, we divide the savings by the discount to get the original price.

  12. How do you feel? topic.

  13. Phase 3: The Conclusion Phase • Which Problem is more like Problem A? • Which Problem is more like Problem B? • Problem C: Samantha bought a dress. She saved $6. The discount was 12%. What was the original price of the dress? • Problem D: Steve wanted to buy a package of vintage baseball cards, but the price was too high. The dealer agreed to give Steve a 20% discount. How much would Steve save?

  14. Phase 4: The Application Phase • Which problem does it more resemble and why? • Steven and Sally bought their mother a new tennis racket on sale. It originally cost $80, but the sale price saves them $24. What percentage discount did they receive?

  15. Tonight’s H.W. Missing Work

  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

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