Math: 6th grade Lesson Plan

Standard Addressed:
Ratios And
Proportional
6.RP.3.b Relationships

Understand Ratio
Concepts And Use Ratio
Reasoning To Solve
Problems.

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?

Learning Target:
I can describe the meaning of a ratio and use ratio language to describe the relationship
between two quantities
(Group 1)
I can use ratio language to describe the relationship between two quantities and use
proportional relationships to solve unit rate problems. (Group 2)

Measurement/Assessment of the Learning Target:

Time

4mins

Learning Cycle
(Components of the
Lesson)

What teacher will

do/say (include
questions you will
pose)

What students
will do

Accessing Prior
Knowledge
(Opening)

I want to discuss fractions

with you all. A fraction is
a part of a whole. I have 4
apples. Three of the four
apples are green. What
fraction can you write

Students will
work with their
groups to
determine the
fraction of
green apples to

Notes on
differentiation

comparing green apples

to total apples
Teacher will ask for
volunteers to discuss
what they know about
fractions.

total apples.
Students will
report to
teacher their
findings about
fractions.

Today we will move

forward and talk about
fractions as ratios. The
ratio of green apples to
total apples is 3 to 4.
Some of you will also use
ratios to set up
proportions.
Extending Prior
Knowledge (MiniLesson)

Welcome and
introduction
Teacher will establish
rules and guidelines
for the lesson and set
up groups
Can I have the 4
volunteers? Volunteers
will be asked to come
to the front. Teacher
will refer to four
questions that are
written on the board.
How do the quantities

Students will
work with
groups to
discuss the
questions being
discussed.
Students will
report out to
teacher upon
being called on.

Students will
be partnered
with groups
throughout the
room to aide in
discussion.
Teacher will
provide
sentence stems
on how to have
this
conversation.

compare?
What quantities am I
comparing?
How can I represent the
relationship?
Can I represent it in
another way?

Take one minute to

discuss the questions
on the board with your
group. Use the 5
people in front of the
class to as your guide
for answering the
questions.
Can you share what
your group discussed?
Teacher will quickly
discuss the learning
outcomes and how
students will work in
groups to solve
problems

Application
(Student application
of knowledge)

Students will work in

groups on college
preparatory math
worksheet. Group
leader will report to
teacher. Teacher will
also walk around

Students will
work in groups.
Each student
will write down
complete
answers. One
student will

Students will
work in small
groups based on
need. Some
students will be
given blocks or
beans in order

classroom to discuss
problems with random
students to ensure
understanding by
everyone.

report to
teacher and
teacher will
give the Ok to
move on with
the lesson.

to help with
ratios.
Students will
work in small
group with
teacher and use
small numbers
to complete
problems.
Students have
been given a
separate CPM
worksheet with
smaller
numbers and
graphs in order
to help
conceptualize
information

Closing (Reflection)

Students will turn in

worksheets. Students
will complete lesson
closure activity

Students will
complete
lesson closure
activity

Students will
discuss
understanding
of the lesson
through
discussion and
examples

Resources:
Materials/Text: College preparatory math worksheet; blocks for counting;

Classroom Management Criteria:

Please arrive early to prepare, if need be.

Please make sure to provide materials for 28 students. If your demo is 3:30pm or later you will have
12-15 students.
At the time of your demo, please make 5 additional copies of your lesson to provide to observers.

Clear teacher directions/procedures/expectations

Timed transitions between whole to small
groups.
Positive energy and motivating interaction.
Student accountability throughout instruction.
Consistency with management strategies.