Understanding and Representing Ratios

• You are to work with the person next to you on this assignment.• Determine who is older. That person should take out their Chromebook and log onto

Agile Mind.• You are going to complete 2 assignments in Agile Mind. They are listed under My

Agile Mind.• ft is VERY important that you take your time going through each page.• Be sure to play all animations and read all parts to each page.

Assignment #1 - Overview

Go through the four Overview pages. You and your partner can take turnsreading. When the overview is completed answer the questions below.

1. What do you call it when the figure looks stretched or compacted?

2. Tn this topic what will you learn about and what will you do to the logo?

Assignment #2 - Exploration

• Go through the ten Exploring pages. TAKE YOUR TIMEW!!!!• As you go through, fill in the Student Activity sheet questions. Remember that

under the page numbers on Agile Mind it tells you what questions go with thatpage. For example, on page 2 of the Agile Mind Assignment it says B2 SAS QI2. This means on the worksheets you do Block 2 Student Activity SheetQuestions 1 and 2.

• DO NOT just go through the student activity sheets without going through theExploration pages!!!!!!! There is much more to learn from the Exploration pages.The student activity sheets serve as “ Notes “and “examples” for you to have torefer to later.

• Complete as much as you can but do not worry if you do not get through all 10pages. We will continue tomorrow if you are not done.

Student: Class: Date:

Understanding and representing ratiosBlock 2 Student Activity Sheet

1. Write three statements comparing the toppings for Keith and Tyra’s pizzas.

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Tyras pizza Keiths pizza

Comparing pizza toppings

2. Two ratios comparing the pizza toppings have been written for you. FILL in the blanks tocomplete two more ratios.

12 slices of jaLapeno compared to 20 sLices of mushrooms on Tyra’s pizza

24 sLices of jaLapeno compared to 24 sLices of mushrooms on Keith’s pizza

mushrooms on Tyra’s pizza to ~ V mushrooms on Keith’s pizza

totaL toppings for Tyra’s pizza to yr total toppings for Keith’s pizza

3. What is a ratio?

trc~o ‘5 £~6

Copyright 2015 Agile Mind, Inc. ®Content copyright 2015 Charles A. DanaCenter, The University of Texas at Austin

Page 1 of 3With space for student work

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Student: CLass: Date:

Understanding and representing ratiosBlock 2 Student Activity Sheet

4. Two comparisons are shown, Use them to ft El in the table. You will write the ratios inthree different ways.

12 slices of jalapeno compared to 20 slices of mushrooms on Tyra’s pizza24 slices of jalapeno compared to 24 slices of mushrooms on Keith’s pizza

___________ Using a colon Fractional formJalapeno tomushrooms on I /2 ±° ~ /.:~.Tyra’s pizzaJalapeno to Imushroomson I ~q fo ,~q:. .24”Keith’s pizza

5. Jerry wants to make a jalapeno and mushroom pizza. He wants the ratio of mushrooms tojalapenos to be 3 to 1. CompLete the table to show how many mushrooms and jalapenosJerry needs for various pizzas.

• nfl

Number of mushrooms Number of jalapenos(rn)

24

~3o36

3

(I)

10

3

Ratio of mushrooms to jatapenoscf

3:1

3:1

31

3:1

31

Copyright 2015 Agile Mind, Inc. ®content copyright 2015 charLes A. Danacenter, The University of Texas at Austin

Page 2 of 3With space for student work

Student: Class: Date:

Understanding and representing ratiosBlock 2 Student Activity Sheet

6. Consider this design made of rectangles. Express the ratio of the longest side to theshortest side for each rectangle in three different ways.

3 inches

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S. Ii’x!t —

06’

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~ B

7 inches

A ~jto~J

B

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c EtcE

Copyright 2015 AgiLe Mind, Inc. ®content copyright 2015 CharLes A. DanaCenter, The University of Texas at Austin

Page 3 of 3With space for student work

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Student: Class:

Understanding and representing ratiosBlock 3 Student Activity Sheet

Does the image remain the same or is it distorted?in the table? Whatgraph?

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Copyright 2015 Agile Mind, Inc.Content copyright 2015 CharLes A. DanaCenter, The University of Texas at Austin

Page 1 of 4With space for student work

1. Add a value to the Length and width of the logo. Then try a different value. Keep arecord of your experiment. r.~- vvz’4 v•’l• I I Vc& C

length Change inWidth Length Ratio ofwidth dimensions

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do you notice about the ratios? What about do you notice about theWhat do you notice about the patterns

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~1~4-c 4-ec1

avmc1 ~ tk / H-Re(CAt

4c~h~e o~re @9’J J C’t \~ ‘~+

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Student Class:

Understanding and representing ratiosBlock 3 Student Activity Sheet

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~fl

upper

&ACI \AJQ4$fr~ 64CC

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Copyright 2015 Agile Mind, Inc. ®Content copyright 2015 Charles A. DanaCenter, The University of Texas at Austin

Page 2 of 4With space for student work

2. MultipLy the length and widthrecord of your experiment.

of the Logo by a va ue. Then try a different value. Keep a

Does the image remain the same or is it distorted? What do you notice about the patternsin the tabLe? What do you notice about the ratios? What do you notice about the graph?

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U lentCe flr~O~i ~

Ttr~e

4ke\r\e

possJoie -ho

(or jt~’~ 6c 41F\e i050

Student: CLass:

Understanding and representing ratiosBLock 3 Student Activity Sheet

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3

2534

Copyright 2015 AgiLe Mind, Inc. ®Content copyright 2015 CharLes A. Dana

Page 3 of 4With space for student work

Keep a record of your experiment in mixing blue and yellow paint. / you C Cfl~’AI(’ S~an’\ C ‘&vversc ~4 beiJrn7f,)

Amount of blue Amount of yellow’ Ratio ~] Resulthig color

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3

Sc rY~

d~

4. List ratios of bLue to yellow paint that produce the same shade of green as the one in the

animation. That shade had a ratio of1

I2

Center, The University of Texas at Austin

Student Class: Date:

Understanding and representing ratiosBlock 3 Student Activity Sheet

5. REiNFORCE A certain shade of green requires 4 parts blue for every 5 parts yellow.Complete the table to show different amounts of blue and yellow paint that will producethe same shade of green.

Copyright 2015 Agile Mind, Inc. ®Content copyright 2015 Charles A. Danacenter, The University of Texas at Austin

Page 4 of 4With space for student work

Student: _____________________________________ CLass: _________________________ Date:

Understanding and representing ratiosBlock 4 Student Activity Sheet

1. The student council likes Tyra’s pizza. But the council wants to make the pizza twice asLarge.

Tyra’s pizza 4

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a. How can the student council make a larger pizza taste the same?

to zzrv~e ~t~s4c -W~a pccHo~ S

4-kc sa~meb. The new pizza has twice the amount of room for toppings. How many mushrooms andjalapenos should the new pizza have?

• HOc. Why do we say the pizza tastes the same?

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d. Is the increase in numbers of jalapeños and mushrooms considered a proportionalchange? Why or why not?

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copyright 2015 Agile Mind, Inc. ® Page 1 of 3content copyright 2015 charLes A. Dana With space for student workcenter, The University of Texas at Austin

Student: Class: Date:

Understanding and representing ratiosBlock 4 Student Activity Sheet

2. Use your knowledge of proportionality andratios to solve the mural problem.

a. If you double the dimensions, what is thenew ratio of length to width?

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b. Complete the table to find the requiredwidth, keeping the ratios equivalent.What patterns do you see in the table?

Length

Width

I0riches

8 Inches

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How wide?

Targetmeasurement