Page 192 - NUMINO TG_6A
P. 192
12Increasing at the Same Rate Unit
b. 1b. Have students find the lengths of
Thomas’ other body parts using the same
method.
Have students form groups of 2-5, depending
on class size, to play a game to further test
body their skills on solving for proportions of
Thomas’ body.
9 144 = n For rules of the game, refer to .
2 12 9
n = 108
5
108 cm
legs feet
144 = n 144 = n
12 5 12 2
n = 60 n = 24
60 cm 24 cm
12. Increasing at the Same Rate 107
How to play the game:
Step 1: Divide students into teams. Make sure the students are looking at both illustrations of Thomas.
Step 2: Ask students to solve for proportions that are not already listed on the page.
Example: What is the actual width of Thomas’ body from his neck to the end of his right arm? 48 cm.
Step 3: Students must work the problem as a team. The first team to raise their hand with the correct answer
scores a point.
Step 4: The team with the most points at the end of five rounds wins.
6A Unit 12 175
b. 1b. Have students find the lengths of
Thomas’ other body parts using the same
method.
Have students form groups of 2-5, depending
on class size, to play a game to further test
body their skills on solving for proportions of
Thomas’ body.
9 144 = n For rules of the game, refer to .
2 12 9
n = 108
5
108 cm
legs feet
144 = n 144 = n
12 5 12 2
n = 60 n = 24
60 cm 24 cm
12. Increasing at the Same Rate 107
How to play the game:
Step 1: Divide students into teams. Make sure the students are looking at both illustrations of Thomas.
Step 2: Ask students to solve for proportions that are not already listed on the page.
Example: What is the actual width of Thomas’ body from his neck to the end of his right arm? 48 cm.
Step 3: Students must work the problem as a team. The first team to raise their hand with the correct answer
scores a point.
Step 4: The team with the most points at the end of five rounds wins.
6A Unit 12 175
