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6th Grade Task: Bike Ride

Standards & Objectives

Essential and guiding questions:

Whole Group Questions:

Why can we use both multiplication and division to solve this problem?
How is mulitplying fractions the same or different than multiplying whole numbers?
What happens when you divide any number by a fraction? Why?
What happens when you divide any number by a whole number? Why?

Models:

How many ways can we model this problem?
Why do all of our different types of models work?

Activity/Task Variations

Blooms taxonomy level:

Understanding

Differentiation suggestions:

Entry/Extensions:

Assessing and Advancing Questions

If students can’t get started….

What are you trying to find out?
What do you know?
Can you show me what the whole bike ride would look like?
Could you solve it using 5 minutes instead of 5 3/4 minutes?
Would it help you to find how long it takes for Josh to ride 1/3 of the way?
If you know how long it takes to make one third of the ride, how can you use that to find the total amount of time for the whole journey?

If students finish early….

Can you solve the problem a different way?
Can you represent the problem using an area model?

Originator:

Tennessee Department of Education