Module 1 lesson 3
- 1. Module 1 Lesson 3 Equivalent Ratios.notebook 1 September 10, 2014 Lesson 2 Homework Review 1. · For every 16 tiles, there are 4 white tiles · The number of black tiles to the number of white tiles is 2:4. · The number of gray tiles to the number of white tiles is 10:4. · There are twice as many white tiles as black tiles. · For each black tile there are two white tiles. · The ratio of black tiles to bathroom tiles is 2 to 16. 2. The numbers in the ratio were written in the wrong order. He wrote the ratio of trucks to cars. The ratio of cars to trucks is 3:1.
- 2. Module 1 Lesson 3 Equivalent Ratios.notebook 2 September 10, 2014 Module 1 Ratios and Unit Rates Topic A: Representing and Reasoning About Ratios Lesson 3: Equivalent Ratios
- 3. Module 1 Lesson 3 Equivalent Ratios.notebook 3 September 10, 2014 Exercise 1 Write a one‐sentence story problem (ratio relationship) about a ratio. Write the ratio in two different forms.
- 4. Module 1 Lesson 3 Equivalent Ratios.notebook 4 September 10, 2014 Exercise 2 Shanni and Mel are using ribbon to decorate a project in their art class. The ratio of the length of Shanni’s ribbon to the length of Mel’s ribbon is 7: 3. Let’s represent this ratio in a table. We can use a tape diagram to represent the ratio of the lengths of ribbon. Let’s create one together. · How many units should we draw for Shanni’s portion of the ratio? · How many units should we draw for Mel’s portion of the ratio? Draw a tape diagram to represent this ratio:
- 5. Module 1 Lesson 3 Equivalent Ratios.notebook 5 September 10, 2014 What does each unit on the tape diagram represent?_________________ What if each unit on the tape diagrams represents 1 inch? What are the lengths of the ribbons? Shanni _______________ Mel ____________ What is the ratio of the lengths of the ribbons? _______________
- 6. Module 1 Lesson 3 Equivalent Ratios.notebook 6 September 10, 2014 What if each unit on the tape diagrams represents 2 meters? What are the lengths of the ribbons? Shanni _______________ Mel ____________ How did you find that? What is the ratio of the length of Shanni’s ribbon to the length of Mel’s ribbon now? ________
- 7. Module 1 Lesson 3 Equivalent Ratios.notebook 7 September 10, 2014 What if each unit represents 3 inches? What are the lengths of the ribbons? Shanni _______________ Mel ____________ If each of the units represents 3 inches, what is the ratio of the length of Shanni’s ribbon to the length of Mel’s ribbon?______________
- 8. Module 1 Lesson 3 Equivalent Ratios.notebook 8 September 10, 2014 We just explored three different possibilities for the length of the ribbon; did the number of units in our tape diagrams ever change? What did these 3 ratios, 7:3, 14:6, 21:9, all have in common? Mathematicians call these ratios equivalent. What ratios can we say are equivalent to 7:3?
- 9. Module 1 Lesson 3 Equivalent Ratios.notebook 9 September 10, 2014 Exercise 3 Mason and Laney ran laps to train for the long‐distance running team. The ratio of the number of laps Mason ran to the number of laps Laney ran was 2 to 3. a. If Mason ran 4 miles, how far did Laney run? Draw a tape diagram to demonstrate how you found the answer.
- 10. Module 1 Lesson 3 Equivalent Ratios.notebook 10 September 10, 2014 b. If Laney ran 930 meters, how far did Mason run? Draw a tape diagram to determine how you found the answer. c. What ratios can we say are equivalent to 2:3?
- 11. Module 1 Lesson 3 Equivalent Ratios.notebook 11 September 10, 2014 Josie took a long multiple‐choice, end‐of‐year vocabulary test. The ratio of the number of problems Josie got incorrect to the number of problems she got correct is 2:9. a. If Josie missed 8 questions, how many did she get right? Draw a tape diagram to demonstrate how you found the answer.
- 12. Module 1 Lesson 3 Equivalent Ratios.notebook 12 September 10, 2014 b. If Josie missed 20 questions, how many did she get right? Draw a tape diagram to demonstrate how you found the answer. c. What ratios can we say are equivalent to 2:9? 2:9 8:36 A:B C:D A· 4 = C B · 4 = D 4 is the constant(c) 2:9 20:90 A:B C:D A· 10 = C B · 10 = D 10 is the constant(c)
- 13. Module 1 Lesson 3 Equivalent Ratios.notebook 13 September 10, 2014 d. Come up with another possible ratio of the number Josie got wrong to the number she got right. e. How did you find the numbers?
- 14. Module 1 Lesson 3 Equivalent Ratios.notebook 14 September 10, 2014 f. Describe how to create equivalent ratios. g. Are the two ratios you determined equivalent? Explain why or why not. 2:9, 8:36, 20:90 are equivalent because they represent the same value. The diagrams never changed, only the value of each unit in the diagram.
- 15. Module 1 Lesson 3 Equivalent Ratios.notebook 15 September 10, 2014 Closing Please take out your exit ticket for Lesson 1, close your binder, and complete the exit ticket. This will be collected.
- 16. Module 1 Lesson 3 Equivalent Ratios.notebook 16 September 10, 2014