The title of my unit is "It's Golden!". Students will interpret and use ratios in different contexts to show the relative sizes of two quantities, using appropriate notations. They will use proportions to solve problems. They will also use cross-multiplication as a method for solving proportions, understanding it as the multiplication of both sides of an equation by a multiplicative inverse
What is change?
How can an understanding of ratios and rates help you solve proportions?
Why do you need to convert between fractions, decimals, and percents?
How can you show that two ratios are equivalent?
How can you change a "rate" to a "unit rate"?
How do you solve a "proportion"?
How are "scale factors" used to create scale drawings?
Tuesday, September 15, 2009
This module has made me think about my role as an instructional designer by making me look from the outside at how I teach. Am I providing a "real life" learning experience for my students? Am I encouraging them to use higher order thinking skills to solve problems independently? I must provide probing questions to encourage independent problem-solving and thinking.