Nys Common Core Mathematics Curriculum Lesson 17 Answers

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1. 1. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM 6•1 Lesson 17:From Rates to Ratios Student Outcomes  Given a rate, students find ratios associated with the rate, including a ratio where the second term is one and a ratio where both terms are whole numbers.  Students recognize that all ratios associated to a given rate are equivalent because they have the same value. Classwork Given a rate, you can calculate the unit rate and associated ratios. Recognize that all ratios associated to a given rate are equivalent because they have the same value. Example 1 (4 minutes) Example 1 Write each ratio as a rate. a. The ratio of miles to hours is to . b. Miles to hour– The ratio of laps to minutes is to . Laps to minute– Student responses: Student responses: Example 2 (15 minutes) Demonstrate how to change a ratio to a unit rate then to a rate by recalling information students learned the previous day. Use Example 1, part (b). Example 2 a. Complete the model below using the ratio from Example 1, part (b). Ratio: Unit Rate: Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org Rate: From Rates to Ratios 10/23/13 136 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
2. 2. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM 6•1 Rates to Ratios: Guide students to complete the next flow map where the rate is given, and then they move to unit rate, then to different ratios. b. Complete the model below now using the rate listed below. Ratios: Answers may vary Unit Rate: Discussion  Will everyone have the same exact ratio to represent the given rate? Why or why not?   What are some different examples that could be represented in the ratio box?   Answers will vary: All representations represent the same rate: , , . Will everyone have the same exact unit rate to represent the given rate? Why or why not?   Possible Answer: Not everyone's ratios will be exactly the same because there are many different equivalent ratios that could be used to represent the same rate. Possible Answer: Everyone will have the same unit rate for two reasons. First, the unit rate is the value of the ratio, and each ratio only has one value. Second, the second quantity of the unit rate is always 1, so the rate will be the same for everyone. Will everyone have the same exact rate when given a unit rate? Why or why not?  Possible Answer: No, a unit rate can represent more than one rate. A rate of rate of feet/second has a unit feet/second. Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org From Rates to Ratios 10/23/13 137 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
3. 3. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM 6•1 Examples 3–6 (20 minutes) Students work on one problem at a time. Have students share their reasoning. Provide opportunities for students to share different methods on how to solve each problem. Examples 3–6 3. Dave can clean pools at a constant rate of pools/hour. a. What is the ratio of pools to hours? b. How many pools can Dave clean in 10 hours? Pools Hours 2 2 2 2 2 Dave can clean c. =6 pools 2 2 pools in 2 =10 hours hours. How long does it take Dave to clean 15 pools? Pools Hours 5 5 5 5 =15 pools 5 5 5 5 =25 hours It will take Dave 25 hours to clean 15 pools. 5. Emeline can type at a constant rate of pages/minute. a. What is the ratio of pages to minutes? b. Emeline has to type a 5-page articlebut only has 18 minutes until she reaches the deadline. Does Emelinehave enough time to type the article? Why or why not? 1 2 3 4 5 4 8 12 16 20 Pages Minutes No,Emeline will not have enough time because it will take her 20 minutes to type a 5-page article. Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org From Rates to Ratios 10/23/13 138 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
4. 4. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM c. 6•1 Emeline has to type a 7-page article. How much time will it take her? 5 5 Pages 6 7 24 28 Minutes 20 It will takeEmiline 28 minutes to type a 7-page article. 6. Xavier can swim at a constant speed of meters/second. a. What is the ratio of meters to seconds? b. Xavier is trying to qualify for the National Swim Meet. To qualify, he must complete a 100 meter race in 55 seconds. Will Xavier be able to qualify? Why or why not? Meters Seconds 5 3 10 6 100 60 Xavier will not qualify for the meet because he wouldcomplete the race in 60 seconds. c. Xavier isalso attempting to qualify for the same meet in the 200 meter event. To qualify, Xavier wouldhave to complete the race in 130 seconds. Will Xavier be able to qualify in this race? Why or why not? Meters Seconds 100 60 200 120 Xavier will qualify for the meet in the 200 meter race because he would completethe race in 120 seconds. 7. The corner store sells apples at a rate of 1.25 dollars per apple a. What is the ratio of dollars to apples? b. Akia is only able to spend $10 on apples.How many apples can she buy? 8 apples c. Christian has $6 in his wallet and wants to spend it on apples. How many apples can Christian buy? Christian can buy apples and wouldspend for apples, and he only has .00. Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org .00. Christian cannot buy a apple because it would cost From Rates to Ratios 10/23/13 139 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5. 5. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM 6•1 Closing (2 minutes)  Explain the similarities and differences between rate, unit rate, and ratio. Lesson Summary A rate of gal/min corresponds to the unit rate of and also corresponds to the ratio . All ratios associated to a given rate are equivalent because they have the same value. Exit Ticket (4 minutes) Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org From Rates to Ratios 10/23/13 140 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6. 6. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM Name ___________________________________________________ 6•1 Date____________________ Lesson 17: From Rates to Ratios Exit Ticket Tiffany is filling her daughter's pool with water from ahose. She can fill the pool at a rate of gallons/second. Create at least three equivalent ratios that are associated with the rate. Use a double number line to show your work. Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org From Rates to Ratios 10/23/13 141 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
7. 7. Lesson 17 NYS COMMON CORE MATHEMATICS CURRICULUM 6•1 Exit Ticket Sample Solutions The following solutions indicate an understanding of the objectives of this lesson: Tiffany is filling her daughter's pool with water from ahose. She can fill the pool at a rate of gallons/second. Create at least three equivalent ratios that are associated with the rate. Use a double number line to show your work. Answers will vary. Problem Set Sample Solutions 1. Once a commercial plane reaches the desired altitude, the pilot often travels at a cruising speed. On average, the cruising speed is 570 miles/hour. If a plane travels at a cruising speed for 7 hours, how far does the plane travel while cruising at this speed? 3,990 miles 8. Denver, Colorado often experiences snowstorms resulting in multiple inches of accumulated snow. During the last snow storm, the snow accumulated at inch/hour. If the snow continues at this rate for 10 hours, how much snow will accumulate? 8 inches Lesson 17: Date: ©2013CommonCore,Inc. Some rights reserved.commoncore.org From Rates to Ratios 10/23/13 142 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Nys Common Core Mathematics Curriculum Lesson 17 Answers

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