Unit 7 lesson 4 ratios tables and graphs
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The document is a worksheet about ratios, tables, graphs, and linear relationships involving Mrs. Labuski training for a triathlon on her bike. It contains a table showing the distance traveled in various times. Students are asked to write ratios, complete the table, write ordered pairs, graph the points, describe the graph, and use the graph to find distances and times. The graph would show a linear relationship between time and distance, and can be used to find values that are not explicitly in the table.
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1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
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Unit 7 lesson 4 ratios tables and graphs
- 1. Name __________________________________ Date __________________ Mrs. Labuski / Mrs. Portsmore Period ________ Unit 7 Lesson 4 Ratios, Tables, Graphs OC 5-2 Mrs. Labuski is training for a triathlon. She rides her bike at a constant speed. The table shows the distance that she travels on her bike in various amounts of time. Distance (mi) 1 3 12 Time (min) 4 36 60 1. Use the numbers in the first column of the table to write a ratio of distance to time.________ 2. How far does the bike travel in 1 minute? ______________________________________ 3. Use your answer to write another ratio of distance to time.____________________________ 4. The ratios in 1 & 3 are ________________________________________________________ 5. How can you use your answer to 2 to find the distance the bike travels in a given number of minutes? _____________________________________________________________________ 6. Complete the table. What are the equivalent ratios shown in the table? 7. Write the information in the table as ordered pairs. Use Time as the x-coordinates and Distance as the y-coordinates. (careful!!!) (4,1) (12,_____) (_____,9) (48,_____) (_____,15) 8. Graph the ordered pairs and connect the points
- 2. 9. Describe your graph _______________________ 10. For each ordered pair that you graphed, write the ratio of the y-coordinate to the x-coordinate.__________________________________ 11. The bike’s speed is . How are the ratios in 10 related to the bike’s speed? _____________________________________________________________________________ 12. The point (40,10) is on the graph but not in the table. The ratio of the y-coordinate to the x- coordinate is ________. How is this ratio related to the ratios in 10 and 11? _______________ ____________________________________________________________________________ 13. So in 40 minutes, the bike travels _________________________. 14. What do you think is true about every point on the graph? __________________________ _____________________________________________________________________________ 15. How can you use the graph to find the distance the bike travels in 20 minutes?___________ _____________________________________________________________________________ 16. Use the graph to find the distance the bike travels in 20 minutes. ______________________ 17. How can you use the graph to find how long it will take Mrs. Labuski travel 7.5 miles?___ _____________________________________________________________________________ 18. Use the graph to find how long it will take Mrs. Labuski travel 7.5 miles.____________ 19. If the graph were continued further, would the point (160,40) be on the graph? _________ How do you know? ____________________________________________________________ _____________________________________________________________________________