7th Grade Module 1 Lesson 1.notebook 1 August 17, 2014 May 16:19 AM 7th Grade Module 1 Lesson 1 An Experience in Relationships as Measuring Rate Objective: Compute unit rates associated with ratios of quantities measured in different units. Use the context of a problem to recall the meaning of value of a ratio, equivalent ratios, rate and unit rate, relating then to the context of the experience. May 16:19 AM Module 1 Lesson 1 Classwork TAKE OUT LESSON 1 CLASSWORK ‐ Pg S.1 May 16:19 AM Module 1 Lesson 1 Classwork You are going to help me pass out papers. The front person in each row has a stack of papers. When I say "go," pass the papers to each person in your row. The student passing out the papers is the only one allowed out of his seat. (Teacher secretly times how long it takes the students to pass out all of the papers. You may need to modify the directions depending on your classroom set up.) Example 1 May 16:19 AM Module 1 Lesson 1 Classwork Excellent! All papers were passed out in ______ seconds. Not bad! The student in the front will now collect the papers back and we'll try this again. But let's see if we can get these papers passed out in _____ seconds this time. (Teacher continues to time the students passing out the papers in the same fashion with 4 total trials, trying to reduce their time by 1 second each trial.) Example 1 ‐ Cont... May 16:19 AM Module 1 Lesson 1 Classwork Let's fill out columns 2 and 3 (# papers and Time) for example 1 in your packet. Example 1 (As a class, fill out each column with teacher guidance using the questions on the next slide by ) (Use "dual page display" feature to show this slide and the next) May 16:19 AM Module 1 Lesson 1 Classwork Example 1 ‐ Cont... 1. Fill in the columns 2 and 3 (# papers and Time) based on our class results. 2. Read the first half of the "Key Terms for Grade 6" box describing a "ratio" at the bottom of page S1. Fill in column 4 with a partner. Are these 4 ratios equivalent? Why or why not? GO TO NEXT PAGE AND THEN COME BACK... 3. Read the second half of the "Key Terms for Grade 6" box describing a "rate." How will we measure our rate of passing out papers? What quantities will we use to describe our rate? (units??) Which "Trial" had the greatest rate? How do you know? Let's fill in columns 5 and 6 (rate and unit rate). (lower shade to reveal questions to help fill in the columns) (Think Pair Share) (see box above) (have 4 volunteers fill in on SB) (Students can use calculators if available)
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7th Grade Module 1 Lesson 1.notebook
1
August 17, 2014
May 16:19 AM
7th GradeModule 1Lesson 1
An Experience in Relationships as Measuring Rate
Objective:
Compute unit rates associated with ratios of quantities measured in different units.
Use the context of a problem to recall the meaning of value of a ratio, equivalent ratios, rate and unit rate, relating then to the context of the experience.
May 16:19 AM
Module 1Lesson 1Classwork
TAKE OUT LESSON 1 CLASSWORK ‐ Pg S.1
May 16:19 AM
Module 1Lesson 1Classwork
You are going to help me pass out papers. The front person in each row has a stack of papers. When I say "go," pass the papers to each person in your row. The student passing out the papers is the only one allowed out of his seat.
(Teacher secretly times how long it takes the students to pass out all of the papers. You may need to modify the directions depending on your classroom set up.)
Example 1
May 16:19 AM
Module 1Lesson 1Classwork
Excellent! All papers were passed out in ______ seconds. Not bad!
The student in the front will now collect the papers back and we'll try this again. But let's see if we can get these papers passed out in _____seconds this time.
(Teacher continuesto time the studentspassing out the papersin the same fashionwith 4 total trials, tryingto reduce their timeby 1 second each trial.)
Example 1 ‐ Cont...
May 16:19 AM
Module 1Lesson 1Classwork
Let's fill out columns 2 and 3 (# papers and Time) for example 1 in your packet.
Example 1
(As a class, fill out each column with teacher guidance using the questions on the next slide by )
(Use "dual page display"feature to show this slide and the next)
May 16:19 AM
Module 1Lesson 1Classwork
Example 1 ‐ Cont...
1. Fill in the columns 2 and 3 (# papers and Time) based on our class results.
2. Read the first half of the "Key Terms for Grade 6" box describing a "ratio" at the bottom of page S1.
Fill in column 4 with a partner.
Are these 4 ratios equivalent? Why or why not?
GO TO NEXT PAGE AND THEN COME BACK...
3. Read the second half of the "Key Terms for Grade 6" box describing a "rate."
How will we measure our rate of passing out papers?
What quantities will we use to describe our rate? (units??)
Which "Trial" had the greatest rate? How do you know?
Let's fill in columns 5 and 6 (rate and unit rate).
(lower shade to reveal questions to help fill in the columns)
(Think Pair Share)
(see box above)
(have 4 volunteers fill in on SB)
(Students can use calculators if available)
7th Grade Module 1 Lesson 1.notebook
2
August 17, 2014
May 16:19 AM
Module 1Lesson 1Classwork
Another class passed 28 papers in 15 seconds and then 28 papers in 12 seconds.
A third class passed 18 papers in 10 seconds.
How do these classes compare?(Think Pair Share)
Example 1 ‐ Cont...
GO BACK TO PREVIOUS PAGE AND CONTINUE QUESTIONS AFTER DISCUSSION...
May 33:02 PM
To EXIT out of "DUAL PAGE DISPLAY," select "SINGLE PAGE DISPLAY" as shown below.
May 16:19 AM
Module 1Lesson 1Classwork
Example 2Let's make a comparison of 2 quantities measured in the same units by comparing the ratio of boys to girls in this class to the ratio for my other classes (and the whole grade).
(Have students fill in "class 1" row and teacher "class 2" row. Then students can complete "whole 7th grade" row. Have students discuss creating equivalent ratios given below the table.)
DUAL PAGE DISPLAY TO SHOW QUESTIONTHAT GO WITH THIS EXAMPLE...
May 16:19 AM
Module 1Lesson 1Classwork
Example 2 ‐ Cont...
1. Are the ratios of boys to girls in the two classes equivalent?
2. What could these ratios tell us?
3. What does the ratio of boys to girls in class 1 to entire 7th grade tell us? Are they equivalent?
4. If there is a larger ratio of boys to girls in one class than in the whole 7th grade, what does that mean must be true about the boy/girl ratio in the other classes?
(lower shade to reveal questions to help fill in the columns)
(Think Pair Share for any of these questions)
(teacher needs this info prior to lesson...or make it up.)
(Pair Share out)
May 16:19 AM
Module 1Lesson 1Classwork
Example 2 ‐ Cont...
(guide students to use unit rates to compare)
(Pair Share out)
EXTENSION (optional)If the table below represented the whole 7th grade class at our school, what would the ratio for "Class 5" look like?
How can we compare these ratios?
(PAIR SHARE responses)
May 110:34 PM
Page S.2
Classwork
Exercise 1Look at "Exercise 1" at the bottom half of page S.2.
Let's read it together as a class.
Take 5 minutes to complete this problem INDEPENDENTLY. Shhh...no talking
(THINK PAIR SHARE...time for teacherto walk around and take antidotal notes )
Module 1Lesson 1
7th Grade Module 1 Lesson 1.notebook
3
August 17, 2014
May 110:34 PM
ClosingModule 1Lesson 1
How is finding a rate or unit rate helpful when comparing quantities?
(PairShare out)
May 110:34 PM
Exit Ticket Module 1Lesson 1
5 minutes to quietly and independently complete and turn in
(Click here to link to video)
(Show at least twice)
(Reveal box at bottom after watching video once)
100 meters is just a little longer than a football field (which measures 100 yards), and this record was recorded in 2009. Tillman the English Bulldog, covered a 100‐meter stretch of a parking lot in a time of 19.678 seconds during he X Games XV in Los Angeles, California, USA.
(slide box down or up to reveal information for students)
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