Lesson plan

Lesson 9: Solving Rate Problems

  • From Illustrative Mathematics
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teaches Common Core State Standards 6.RP.A.3 http://corestandards.org/Math/Content/6/RP/A/3
teaches Common Core State Standards 6.RP.A.3.b http://corestandards.org/Math/Content/6/RP/A/3/b
teaches Common Core State Standards 6.RP.A.3.d http://corestandards.org/Math/Content/6/RP/A/3/d
teaches Common Core State Standards MP1 http://corestandards.org/Math/Practice/MP1
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In previous lessons, students have used tables of equivalent ratios to reason about unit rates. In this lesson, students gain fluency working with unit rates without scaffolding (MP1). They choose what unit rate they want to use to solve a problem, divide to find the desired unit rate, and multiply or divide by the unit rate to answer questions. They may choose to create diagrams to represent the situations, but the problems do not prompt students to do so. The activity about which animal ran the farthest requires students to use multiple unit rates in a sequence to be able to convert all the measurements to the same unit.

Lesson overview

  • 9.1 Warm-up: Grid of 100 (5 minutes)
  • 9.2 Activity: Card Sort: Is it a Deal? (20 minutes)
    • Includes "Are you Ready for More?" extension problem
  • 9.3 Activity: The Fastest of All (15 minutes)
  • Lesson Synthesis
  • 9.4 Cool-down: Tacos by the Pack (5 minutes)

Learning goals:

  • Apply reasoning about ratios and rates to convert and compare (in writing) distances expressed in different units.
  • Apply reasoning about ratios and rates to justify (orally) whether a given price is a good deal.
  • Practice grade 5 arithmetic with fractions and decimals.

Learning goals (student facing):

  • Let's use unit rates like a pro.

Learning targets (student facing):

  • I can choose how to use unit rates to solve problems.

Required materials:

  • pre-printed slips, cut from copies of the blackline master
  • four-function calculators

Required preparation:

  • Print and cut the blackline master (See Additional Materials section of this lesson) so that each group of two students gets five cards A–E (or six cards A–F if you expect students to tackle the extension problem).
  • Optionally, purchase a four-pack of drinks for demonstration purposes in the Deal or No Deal activity.
  • Providing access to calculators is optional.
  • All of the calculations in this lesson can be done using grade 5 techniques.
  • If you would like students to practice arithmetic, don't offer calculators.
  • If you think the calculations will present too much of a barrier to grade-level work, make them available.

Glossary:

  • Access the complete Grade 6 glossary.

Standards:

  • This lesson builds towards the standard: CCSS.6.RP.A.3.cMS.6.RP.3c

 

 

 

 

 

IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics, and is copyright 2017-2019 by Open Up Resources. It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). OUR's 6–8 Math Curriculum is available at https://openupresources.org/math-curriculum/.

Adaptations and updates to IM 6–8 Math are copyright 2019 by Illustrative Mathematics, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

Adaptations to add additional English language learner supports are copyright 2019 by Open Up Resources, and are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

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