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Jenius!

How does what we see affect what we feel?

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Jenius!

How does what we see affect what we feel?

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Thousands of years ago, Confucius introduced the concept of jen. According to him, a person of jen “brings the good things of others to completion and does not bring the bad things of others to completion.” In other words, jen represents our ability to make the world a better place…but also a worse one.

In this lesson students explore the concept of the jen ratio — the ratio of positive to negative observations in our daily lives — and use it to discuss how the what we see influences the way we experience the world.

REAL WORLD TAKEAWAYS

  • What we see – the ratio of positive to negative moments – affects our well-being.
  • MORE SPACE
  • We can also improve the jen ratios of others by being observably kind.

MATH OBJECTIVES

  • Use ratio language to describe the relationship between two quantities.
  • Compare ratios.
  • Find equivalent ratios.
  • Identify ways to improve the jen ratio of oneself and others.

Great anytime, including at the beginning of a unit before students have any formal introduction to the topic.
Lesson gauge easy
Grade 6
Ratios & Unit Rates
Lesson gauge easy
Grade 6
Ratios & Unit Rates
Content Standards 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. (a) Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. (b) Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? (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. (d) Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Mathematical Practices

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