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“Day A” October 19, 2016 7: 51 - 8: 51 Math 8: 53 - “Day A” October 19, 2016 7: 51 - 8: 51 Math 8: 53 - 9: 53 Science 9: 55 - 10: 55 Exploratory 10: 57 -11: 59 Social Studies 12: 01 -12: 31 LUNCH (3 rd Lunch) 12: 33 - 1: 33 English 1: 35 - 2: 35 Exploratory

DO NOW: ① Take out your H. W. (pg. 45) ② In your notebook, DO NOW: ① Take out your H. W. (pg. 45) ② In your notebook, solve:

Today’s Objective: I will be able to create equivalent ratios using a ratio table Today’s Objective: I will be able to create equivalent ratios using a ratio table and represent these ratios on a double number line diagram. I will also be able to use a double number line diagram to solve ratio problems related to the real world by completing at least 2 out of the 3 exercises correctly. 6. RP. A. 3

Language Objective By the end of the lesson, I will be able to use Language Objective By the end of the lesson, I will be able to use all four language domains of listening, speaking, reading and writing to communicate the academic math language of ratios. I will be able to create equivalent ratios using a ratio table and represent these ratios on a double number line diagram. I will also be able to use a double number line diagram to solve ratio problems related to the real world by completing at least 2 out of the 3 exercises correctly while communicating in academic math language of ratios and double number lines. 6. RP. A. 3

https: //learnzillion. com/lesson_plans/8766 solve-ratio-problems-using-double-numberlines https: //learnzillion. com/lesson_plans/8766 solve-ratio-problems-using-double-numberlines

Pg. 49 Frank has been driving at a constant speed for 3 hours, during Pg. 49 Frank has been driving at a constant speed for 3 hours, during which time he traveled 195 miles. Frank would like to know how long it will take him to complete the remaining 455 miles, assuming he maintains the same constant speed. Help Frank determine how long the remainder of the trip will take. Miles Hours 0 65 0 1 195 3 390 455 6 7 It will take Frank 7 hours to complete the rest of his trip.

Pg. 49 While shopping, Kyla found a dress that she would like to purchase, Pg. 49 While shopping, Kyla found a dress that she would like to purchase, but it costs $52. 25 more than she has. Kyla charges $5. 50 an hour for babysitting. She wants to figure out how many hours she must babysit to earn $52. 25 to buy the dress. 52. 25 Money Hours 0 5. 50 0 1 16. 50 3 33. 00 6 49. 50 9 55. 00 10 9. 5 It will take Kyla 9. 5 hours to buy the dress.

Page 47 × 3 6 ÷ 2 18 20 ÷ 2 60 × 3 Page 47 × 3 6 ÷ 2 18 20 ÷ 2 60 × 3 Answer found by either multiplying or dividing both 12 and 40 by the same number.

How do you feel? topic. How do you feel? topic.

Classwork Working with your partners, solve exercises 3 -5 using double number lines. Classwork Working with your partners, solve exercises 3 -5 using double number lines.

Page 47 What are some of the challenges we face when using a table Page 47 What are some of the challenges we face when using a table for this type of problem? “ 34 is not a multiple of 6, and we are counting by 6 s for the ounces of cola and by 20 s for grams of sugar” Video: http: //www. teachertube. com/view. Video. php? video_id=13788

Page 47 My estimate is between 6 and 12 ounces but closer to 6 Page 47 My estimate is between 6 and 12 ounces but closer to 6 ounces. I need to find 1/4 of 6 and add it to 6.

Homework: worksheet Ticket-To-Go: Kyra is participating in a fundraiser walk-a-thon. She walks 2 miles Homework: worksheet Ticket-To-Go: Kyra is participating in a fundraiser walk-a-thon. She walks 2 miles in 30 minutes. If she continues to walk at the same rate, determine how many minutes it will take her to walk 7 miles. Use a double number line diagram to support your answer. It will take Kyra _____ minutes to walk 7 miles.

Accommodations Read or reread presentation or activity directions, as needed or after prompting Use 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