More Rate Comparisons
5 min
Teacher Prep
Setup
Required Preparation
Narrative
In this Warm-up, students are given two rates—one for a complete pack of a drink and one for an incomplete pack—and asked to decide whether to take the incomplete pack. The work prompts students to consider what makes a good deal and prepares them to make rate comparisons in a shopping context later in the lesson.
Launch
Display the image in the Task Statement (or display an actual four-pack of a beverage with a missing bottle). Read the Task Statement as a class.
Give students a moment of quiet time to think about whether they would take the deal.
Student Task
You enter a store to buy a 4-pack of drinks. You find that the drink is nearly sold out and the last pack on the shelf has only 3 bottles.
A pack of 4 bottles costs $3.16. The clerk offers to sell the incomplete pack for $2.25.
Would you take the deal?
Sample Response
Activity Synthesis (Teacher Notes)
Poll the class for their response and display how many students would and would not take the deal.
Then, ask students: “How could you figure out if the deal is good or not?” Give students a minute of quiet think time to come up with strategies for solving such a problem. Invite a few students to share.
Tell students that in the next activity, they’ll decide whether to take or reject some deals.
Standards
- 6.RP.3.c·Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
- 6.RP.A.3.c·Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
20 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
More Rate Comparisons
5 min
Teacher Prep
Setup
Required Preparation
Narrative
In this Warm-up, students are given two rates—one for a complete pack of a drink and one for an incomplete pack—and asked to decide whether to take the incomplete pack. The work prompts students to consider what makes a good deal and prepares them to make rate comparisons in a shopping context later in the lesson.
Launch
Display the image in the Task Statement (or display an actual four-pack of a beverage with a missing bottle). Read the Task Statement as a class.
Give students a moment of quiet time to think about whether they would take the deal.
Student Task
You enter a store to buy a 4-pack of drinks. You find that the drink is nearly sold out and the last pack on the shelf has only 3 bottles.
A pack of 4 bottles costs $3.16. The clerk offers to sell the incomplete pack for $2.25.
Would you take the deal?
Sample Response
Activity Synthesis (Teacher Notes)
Poll the class for their response and display how many students would and would not take the deal.
Then, ask students: “How could you figure out if the deal is good or not?” Give students a minute of quiet think time to come up with strategies for solving such a problem. Invite a few students to share.
Tell students that in the next activity, they’ll decide whether to take or reject some deals.
Standards
- 6.RP.3.c·Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
- 6.RP.A.3.c·Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.