Hall 1

Task 1: Lets Make Some Puttanesca!

Essential Understandings: 1, 2, 3, 4, 5

CCSS: Understand ratio concepts and use ratio reasoning to solve problems

(grade 6). Analyze proportional relationships and use them to solve real-world

and mathematical problems (grade 7).

In part one, it is crucial to get both options to relate to one another in some

way. For example, after dividing the dollar amount by the number of tomatoes,

the amount per one tomato was determined. Then, the two different options can

be compared with option 1 being the better deal. In part two, I divided 14 by 4 to
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get a scale factor of 3.5 or 7/2. The new amounts are then possible to find by

multiplying a form of 3.5 by the previous amounts.

I would develop this task in the classroom in several ways. Knowledge of

a scaling factor or the multiplicative relationship between ratios is important for

this task (part two). Knowing how to find the scaling factor by dividing is also

crucial, as well as knowing what that number means and how it can be used to

solve the problem. Once again, it is important to introduce the idea of a scaling

factor in multiplication early on. The first part of task one could be introduced by

using coupons to talk about relationships and unit rates. For example, if you have

a coupon for two for $5, you would conclude that each item costs $2.50.

Comparing that to 4 for $10 would allow them to think about unit rates. Dividing

10 by 4 would give you the price per item, also being $2.50. You would conclude

that both deals are the same. The first part of task one takes that understanding

and goes a step further, giving more information but essentially resulting in the

same reasoning.

Task 2: What is Count Olafs Plan?

Essential Understandings: 1, 2, 3, 4, 5

CCSS: Understand ratio concepts and use ratio reasoning to solve problems

(grade 6). Analyze proportional relationships and use them to solve real-world

and mathematical problems (grade 7).

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Once again, seeing ratios as a multiplicative relationship is very important,

as well as using a scale factor to determine a missing quantity. In part one, a

table can also be used. The table shows the multiplicative relationship, as well.

For instance, if you were to simply add instead of multiply from quantity to

quantity, they would be incorrect. As indicated above, you could also do a guess

and check method, rather than finding the scaling factor to solve initially. It is also

important to see that instead of doing the typical cross multiply and divide, finding

the scaling factor using part-to-part comparison allows for a deeper

understanding, rather that just a simple algorithm or trick.

To first introduce a problem like this in my classroom, I would want to

address what a part-to-part comparison is, and show how ratios and fractions
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may be connected. A video like we watched in class might be a good idea, but I

would include it after discussing their relationship/difference first. I think it would

also be good to have a hands-on problem. For example, you could have a similar

problem but have actual objects to see the ratio/relationship. I would ask

questions such as: How can you get from one to the other? What does this

scaling factor/unit rate mean? Are there other ways or representations for this

problem? This questioning seems to be crucial, as you can lead students to think

independently about possible solutions. Also, introducing things in a way in which

they can be active and see the different items would hopefully allow for a better

understanding of ratios.

Task 3: Where Did Sunny Go?

Essential Understandings: 1, 2, 3, 4, 5

CCSS: Understand ratio concepts and use ratio reasoning to solve problems

(grade 6). Analyze proportional relationships and use them to solve real-world

and mathematical problems (grade 7). Understand congruence and similarity

using physical models, transparencies, or geometry software (grade 8).

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Several things need to take place in order to do this problem. First,

students will need an understanding of similar figures in geometry to recognize

that corresponding sides are proportional. Once that is known, one can conclude

that a scale factor is needed to determine the missing side length (or in this case,

the length of a rope). A table can also be used as seen above. In order to figure

out the scalar using the table method, 6.5 divided by 5 will result in the

multiplicative relationship of 1.3. In part 2, less skill is needed involving ratios but

students will still need to have a level of understanding when asked the question

Why?

In order to develop this thinking within my students, they would first need

to have a concept of ratios/proportions. Then, I would need to introduce similar

figures and what that implies. I think students would be able to understand this

concept, especially with background knowledge of ratios and proportional

reasoning already. Once again, understanding of a scale factor is also crucial

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when doing a problem like this. Seeing how 5 relates to 30 and what number

scales 5 will also tell us how 6.5 relates to the actual length of the rope.

Task 4: How Did They Escape So Fast?

Essential Understandings: 1, 2, 3, 4, 5

CCSS: Understand ratio concepts and use ratio reasoning to solve problems

(grade 6). Analyze proportional relationships and use them to solve real-world

and mathematical problems (grade 7). Understand the connections between

proportional relationships, lines, and linear equations (grade 8).

In this problem, you are essentially finding the slope, or unit rate. Dividing

50 by 15 will result in 3 and 1/3 yards per second. For part 2, you are comparing

two different unit rates, in which the second is greater. In order to do this
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problem, students will need knowledge of unit rates and how to find them.

Although knowledge of slopes is not necessarily needed to complete this

problem, the connection can easily be made. For more advanced students, they

could be asked to draw a distance-time graph of the story problem in order to find

the solution, or simply just told to use different representations. They might also

be asked to graph part 2 and compare the steepness to determine the answer.

In order to develop this understanding within my students, I would need to

introduce the concept of unit rates. I think the easiest way to do this would be to

relate it to their lives. For example, you could discuss miles per one gallon, and

how it differs between cars. If a car got 20 miles per gallon, how many gallons

would they need to travel 40 miles? You could continue with this idea, and even

graph different scenarios to compare slopes. This would allow them to use

different representations for problems like this, as well.