Multiplication to Ratio, Proportion, and Fractions within the Common Core
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1 Multiplication to Ratio, Proportion, and Fractions within the Common Core Karen C. Fuson 1, Sybilla Beckmann 2 1 Northwestern University, Professor Emerita 2 Department of Mathematics, University of Georgia NCTM Annual Meeting, 2012 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 1 / 40
2 CCSS Grade 6 Critical Area 1 Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 2 / 40
3 Definitions of rate and ratio People do not agree about definitions of rate and ratio. The CCSS learning path sought to support students to extend earlier understandings and avoid common errors and confusions. See the R&P Progression for more explanations. commoncoretools.wordpress.com Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 3 / 40
4 Notation Confusions By Grade 6 what do students know about fractions and the notation 3 5? Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 4 / 40
5 What does 3 5 mean? 3.NF is 3 parts of size 1 5 ( 1 5 is 1 part when a whole is partitioned into 5 equal parts) 5.NF = 3 5 (a fraction) The result of division can be expressed as a fraction. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 5 / 40
6 Fractions versus ratios Fractions and ratios are different in their basic meanings: Fractions: are numbers telling how many parts of what size Ratios: describe relationships between quantities part A to part B or part B to part A or part A (or B) to total or total to part A (or B) It is too confusing to use the same notation for this new concept. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 6 / 40
7 Levels in learning ratio Level 1: Grade 6 early Use 3 : 5 notation initially to build a new concept with whole number ratios. Level 2: Grade 6 later See the quotient meaning 3 5 some people use for a ratio as a unit rate, the value of a ratio. Relate fractions and ratios and all notations. Level 3: Grade 7 Ratios and proportions use fractions such as 3 4 : 2 5. The constant of proportionality c in y = cx is a unit rate. The c in this equation is actually B A, the unit rate for B : A, and is the reciprocal of the unit rate for A : B. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 7 / 40
8 Levels in learning ratio Level 1: Grade 6 early Use 3 : 5 notation initially to build a new concept with whole number ratios. Level 2: Grade 6 later See the quotient meaning 3 5 some people use for a ratio as a unit rate, the value of a ratio. Relate fractions and ratios and all notations. Level 3: Grade 7 Ratios and proportions use fractions such as 3 4 : 2 5. The constant of proportionality c in y = cx is a unit rate. The c in this equation is actually B A, the unit rate for B : A, and is the reciprocal of the unit rate for A : B. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 7 / 40
9 Avoiding errors Many proportion errors involve adding, not multiplying. So get into multiplication-land first for ratio and proportion. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 8 / 40
10 Research Fuson, K. C. & Abrahamson, D. (2005). Understanding ratio and proportion as an example of the Apprehending Zone and Conceptual-Phase Problem-Solving Models. In J. Campbell (Ed.), Handbook of Mathematical Cognition (pp ). New York: Psychology Press. And other articles you can get from Dor Abrahamson dor at berkeley.edu In our teaching experiments, Grade 5 students outperformed middle and high school students on proportion tasks. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 9 / 40
11 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 10 / 40
12 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 11 / 40
13 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 12 / 40
14 Extend a rate situation to be a class of rate situations with the same unit rate and show them in a table. The unit rate involves whole numbers. Noreen started to save money. Every day she put three $1 coins into her duck bank. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 13 / 40
15 Rate Discuss rate as an equal-groups situation. The hiding 1: $3 each day, $3 per day, $3 every day $3 each 1 day, $3 per 1 day, $3 every 1 day The unit rate is the amount in 1 group but we do not say the 1. This is how multiplication with 3 numbers becomes a proportion with 4 numbers: it uses the = 6 becomes 1 : 3 = 2 : 6 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 14 / 40
16 Rate tables Start with the term rate table as showing many situations with the same rate. First show multiples of the unit rate starting with 1 in the first column. Notice that these are just two columns of the Multiplication Table. After ratio tables are introduced, we will notice that rate tables and ratio tables really are quite similar and behave alike (rows are multiples of the unit rate or basic ratio), so we consider rate tables as a special case of ratio tables and can call them ratio tables. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 15 / 40
17 What situations have a constant rate? Students discuss what situations have a constant rate and which example tables are rate tables. Arrays and areas can be considered as equal groups (one row or one column is the group), so rates can be used for such situations. Each row is a multiple of the unit rate (later, of each other row, when multiplying by a fraction is included). Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 16 / 40
18 Finding unit rates Find the unit rate given a product and the number of things: P n = unit rate Put this information in a scrambled rate table and fill in other scrambled rows of the table. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 17 / 40
19 Relate table, equation, and graph Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 18 / 40
20 From rate tables to ratio tables Ratios as the product columns from two linked rate tables. Noreen s brother Tim saves $5 a day. Noreen and Tim start saving on the same day. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 19 / 40
21 Equivalent ratios Equivalent ratios are two rows from a ratio table. They can be written as 6 : 10 = 21 : 35 or 6 : 10 :: 21 : 35 a) A basic ratio (Confrey s littlest recipe) is the least possible whole number ratio (from the 1s row of the MT). Equivalent ratios are two multiples of the basic ratio. b) Equivalent ratios are multiples of each other (where one multiple can be a fraction < 1). Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 20 / 40
22 Proportions Two equivalent ratios make a proportion. Grandma made applesauce using the same number of bags of red and yellow apples. Her red apples cost $6, and her yellow apples cost $14. I used her recipe but made more applesauce. I paid $35 for my yellow apples. How much did my red apples cost? Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 21 / 40
23 Factor Puzzles, Ratio Tables, and Multiplication Tables The Factor Puzzle and the Ratio Table as columns from a MT immediately makes a whole range of proportion problems solvable. Then it is important to explore the following three issues. Label the table. Practice with problems that have the information out of order: scrambled FP. State your assumption that makes the situation proportional. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 22 / 40
24 Factor Puzzles, Ratio Tables, and Multiplication Tables The Factor Puzzle and the Ratio Table as columns from a MT immediately makes a whole range of proportion problems solvable. Then it is important to explore the following three issues. Label the table. Practice with problems that have the information out of order: scrambled FP. State your assumption that makes the situation proportional. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 22 / 40
25 Additive structure cups peach cups grape cups peach cups grape +2 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 23 / 40
26 Multiplicative structure cups grape cups peach cups peach cups grape 3 Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 24 / 40
27 Fractional unit rates By allowing entries in ratio and rate tables to be fractions (not just whole numbers), students can always find ratio or rate pairs where one of the entries is 1. This pair tells us a unit rate, namely the amount of one quantity per 1 unit of the other quantity. Students will see unit rates in vertical tables, in horizontal tables, or as factors in Factor Puzzles. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 25 / 40
28 Fractional unit rates For the reverse ratio 4 : 5 orange to cherry, the value of the ratio is is the quotient of 4 5; is another unit rate: Sue has 4 5 of a cup of orange for every 1 cup of cherry. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 26 / 40
29 Variations in the unit rate strategy John can plant 7 tomato vines in the time it takes Joanna to plant 4 tomato vines. At that rate, when Joanna has planted 11 tomato vines, how many has John planted? Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 27 / 40
30 Vertical and horizontal ratio tables The rows and columns of a multiplication table are symmetric and can be flipped into each other. So ratio tables can be two rows of a multiplication table instead of two columns. The ratio was horizontal and now is vertical, like a fraction. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 28 / 40
31 Practice writing horizontal ratios in vertical fraction notation. 16 : 20 = 12 : a as = 12 a Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 29 / 40
32 Equivalent fractions and equivalent ratios are different Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 30 / 40
33 Cross-multiplication Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 31 / 40
34 Cross-multiplication Ratio Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 32 / 40
35 Comparing ratios Same amount of red. Abby s has more yellow, so Abby s is yellower, Zack s is redder. cups red Abby s cups yellow cups red Zack s cups yellow Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 33 / 40
36 Comparing ratios cups red Abby s cups yellow cups red Zack s cups yellow Same amount of yellow. Zack s has more red. So Zack s is redder, Abby s is yellower. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 34 / 40
37 Comparing ratios cups red Abby s cups yellow total cups cups red Zack s cups yellow total cups Same total. Abby s has more yellow. Zack s has more red. So Abby s is yellower and Zack s is redder. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 35 / 40
38 Tape Diagrams A juice company s KiwiBerry juice is made by mixing 2 parts kiwifruit juice with 3 parts strawberry juice. Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 36 / 40
39 Multiplicative comparisons Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 37 / 40
40 Strategies for Percent Problems Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 38 / 40
41 Measurement Conversions Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 39 / 40
42 Level 3: Grade 7 Ratios and proportions use fractions such as 3 4 : 2 5 A unit rate for a ratio becomes a constant of proportionality c in y = cx. For the ratio A : B, c is B A, not A B This is because y x = B A so, multiplying both sides by x, we have y = B A x Karen C. Fuson, Sybilla Beckmann (NU,UGA) Ratio, Proportion in CC 40 / 40
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