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Ratio, Rate, and Proportion

Understanding by Design

Stage 1 Desired Results


Content Standard:

6.RP.3b. Solve unit rate problems including those involving unit pricing and constant speed (CCSI, 2016).

Understandings: Essential Questions:


Students understand the role unit rate
problems play in solving real-life problems. How are rates used in every day life?
Students connect mathematical modeling to
real-life problems.
A rate is a type of ratio that compares two
measurements
A unit rate compares two measurements
where one of the measurements is a single
unit.
Student objectives (outcomes): Students will build relationships by
Students will know and be able to
Students recognize the use of ratios, unit rate Students will respond to a collaborative
and multiplication in solving problems, which padlet.com prompt at home: How are rates used
could allow for the use of fractions and in every day life? Post an idea or picture of an
decimals (NCDPI, 2013. example.
Students can use multiplication and division The lesson will involve TOYO (try on your
to solve unit rate problems, e.g. if chicken own) with immediate feedback from peers and
costs $1.25 per pound, how much will a 3 from the teacher.
pound chicken cost (NCDPI, 2013). Students will be allowed to work
Students can use modeling to solve real-life collaboratively on the final project but will
problems. submit individual work.
Stage 2 Assessment Evidence
Performance Task (final unit assessment):
Pizza Champions

Goal: To present a budget to feed pizza to 12, 60, and 240 students to the school nutrition supervisor.
Your goal is a school-wide pizza party!
Role: Students assume the role of a pizza chef.
Audience: School nutrition supervisor.
Situation: Your challenge will consist of several tasks. You will create a recipe for one pizza to feed
four students. You will then scale your recipe to feed 12, 60, and 240 students.
Product: You will submit two tables. The first will list the ingredients, amounts needed, package size,
price, unit cost, and total pizza cost. Then, you will make a table that shows the number of students,
number of pizzas needed, how much of each ingredient is needed, the unit cost for each ingredient, total
cost for each ingredient, total cost to feed 12, 60, and 240 students.
Criteria: Example tables, an ingredient price sheet, and a project rubric (figure 1) will be provided. Your
tables will need to be created using spreadsheet software (i.e. Excel or Google sheets) and should be
attractive.

1. Your recipe table should include:


o dough
o cheese
o sauce
o three other ingredients.
2. Your total budget table should include:
o the number of students (12, 60, 240)
o how many pizzas are needed
o how much of each ingredient is needed
o the price of each ingredient
o the unit cost for each ingredient
o the total cost for each ingredient
o the total cost (based on unit rates) to feed 12, 60, and 240 students

(MA Department of Elementary and Secondary Education, 2013).

Self-Assessments Other Evidence (assessments)

Students will self-grade homework from the Formative assessment: TOYO, work with a
previous day. After grading, students ask for partner.
problems to be demonstrated that they Students will practice skills in class
struggled with. individually, then compare answers with a
Students will indicate their understanding with partner and self-correct as needed. The teacher
thumbs-up, thumbs-to-the-side, thumbs-down will demonstrate some problems on the board.
during instruction time. Practice problems for homework
Respond to padlet.com prompt
Quiz assessing skills
Teaching Strategy/ Research Stage 3- Learning Activities (WHERETO) (Wiggins & McTighe, 2005),
Rigor/ Relevance Quadrant (ICLE, 2016)
1. (W-from) Ratios and proportion. Students have prior knowledge of ratios,
proportion, and percent. Students are familiar with using tables, cross-
multiplying, and unitary method.
(H) How many sugar packets do you think are in a bottle of Dr. Pepper?
Rather, what is the rate of sugar per pop bottle? Take guesses. Show visual.
Think-pair-share increases (W) How are rates in everyday life (essential question)? Think-pair-share 3
students confidence and examples.
participation (Sampsel, 2013). (H) Show pictures of different examples of rates.
Set concrete goals (Goodwin & (W) Discuss learning objectives.
Hubbell, 2013). (E) Review definitions of rate and unit rate. (A)
Explicit instruction: teacher sets (E) Demonstrate finding rate in different contexts using word problems.
the stage, demonstrates, models, Students take notes on handout. (A)
guides practice, then provides (E) Demonstrate multiplying and dividing units. Students take notes. (A)
independent practice (R) TOYO- students practice finding rates using multiplication and division
(Pennsylvania Department of to solve rate problems (B). Teacher and TA circulate.
Education, n.d.). (E-v)- Review TOYOs together.
(R) HW: Contribute to padlet prompt How are rates used in every day life?
Post an idea or picture of an example (B).
(E-v) HW: Practice word problems (B).

2. (H) Warm-up: What do you think the rate of cheese per slice is on this
pizza (show picture of worlds largest pizza)?
Make expectations clear (W) Introduce and discuss performance assessment: pizza challenge (see
(Goodwin & Hubbell, 2013). GRASPS outline).
Explicit instruction (PDE, n.d.) (W) Hand out rubrics, price sheets, and example tables for Pizza champion.
(E) Demonstrate solving problems using rate tables. Include examples of
speed, budget, recipe ingredients, etc. Students take notes on handout (A).
(R) TOYO- students practice completing rate tables. Teacher and TA
circulate and provide feedback to students as they work (B).
(E-v) Review rate tables together.
(T) Provide time for students to work on Pizza Champion (D). Circulate.
(R) HW- Grocery store trip worksheet (C).
Peer-to-peer learning (Zher,
Hussein, & Saat, 2016) 3. (E-v) Self-grade previous days homework. Students work with partners
to correct (C).
Explicit instruction (PDE, n.d.) (E) Demonstrate unitary method for rate word problems, students take notes
during instruction. Progress from two steps to multi-step problems (C).
(R) TOYO- students practice completing word problems using unitary
method (C). Teacher & TA circulate.
(E-v)- Review TOYO word problems together.
(T) Provide time for students to work together on Pizza Champion (D).
Peer-to-peer learning (Zher,
Hussein, & Saat, 2016) 4. (E-v) Self-grade previous days homework. Students work with partners
Independent practice (PDE, n.d.) to correct (C).
(R) Review and reflect day. Practice finding rates using multiplication and
Math discussions result in higher division, filling in rate tables, and answering word problems using unitary
achievement (Kosko & method (A,B,C).
Miyazaki, 2012). (E) Students work on problem sets 2 to 3 at a time (A,B,C).
(E-v) Students talk through and defend their solutions (C, D).

5. Graded Quiz: Rate word problems. Students may solve using any strategy
(cross-multiply, tables, unitary/ bar modeling) as long as the strategy is
appropriate and shows work (C).
(T) Students work on Pizza Champion (D).
Technique/ Research Feedback Strategies and Action (for teacher- T, for students- S)
Checking for understanding, T- During instruction: Thumbs-up, thumbs-to-the-side, thumbs-down. If
gathering data, responding to positive, move on. More than 30% thumbs-to-the-side or thumbs-down,
data (Lemov, 2010) stop and reteach using a different method or example. If only a few students
indicate low understanding, help them during TOYO or at lunch.

Give effective feedback S- During TOYO: Teacher and teachers assistant circulate to help
(Wiggins, 2012) individual students. Check process as well as answers. Reference the
At bats (give students plenty of learning objective for the day and make sure students are practicing
opportunity for practice) problems using the method taught that day. Make sure comments are
(Lemov, 2010) GAUT (Goal-referenced, actionable, user-friendly, tangible). Students
should either complete or correct TOYOs with all work shown at 100%.

Peer-to-peer learning (Zher, S- Students self-grade homework and work with partners to correct. Briefly
Hussein, & Saat, 2016) coach students on how to give feedback.

Actionable feedback (Wiggins, T & S- Day 1 homework. Collect homework at the beginning of the day.
2012) Require all work to be shown. During planning period, correct with
comments that reveal students mistakes and where in the process they
made them. Examine missed problems and review during math as
necessary.

S- Quiz: correct and add actionable comments.

T & S- Review TOYOs as a class. Go over answers and make sure no


students have remaining questions.

Right is right (Lemov, 2010) T & S- Students talk through defend their answers to a review worksheet,
Teach it (Pilcher, 2012) teaching it to the rest of the class. Answers will reveal misunderstandings.
Make sure students give the right answer, the whole answer, and use math
vocabulary.

Respond to student feedback T- Give Socrative survey during ELO. Ask 1) what worked for you the best
(Wiggins & McTighe, 2005) this week, 2) what was the most boring thing we did, and 3) is there
anything you still have questions about.

(Table adapted from CSU-Global, 2016)


Rate Lesson Outline (O)- learning objectives, feedback opportunities
Day 1 Day 2
(H) Hook students with pop rate examples and (H) Warm-up: What do you think the rate of cheese
questions (packets of sugar per bottle of soda). per slice is of this pizza?

(W)Where do we use unit rates in everyday life (W) Introduce overview of performance assessment:
(essential question)? Think-pair-share 3 examples. pizza challenge (use GRASPS outline)
- Hand out rubrics, price sheets, and example tables
(H) Show pictures of different rates. for Pizza Champion.

(W)Discuss learning objectives. (E) Demonstrate solving problems using rate tables.
Include examples of speed, budget, recipe
(E) Review definitions of rate and unit rate. ingredients, etc. Students take notes.

(E) Demonstrate finding rate in different contexts (R, E) TOYO- students practice completing word
using multiplication and division. problems using rate tables.

(R, E) Students practice finding rates (TOYO). T & (E-v)- review TOYOs.
TA circulate.
(R) HW- Grocery store trip worksheet.
(R) HW: Padlet.com prompt
(E-v) HW: Practice problems

Day 3 Day 4
(E-v) Self-grade previous days homework. (E-v) Self-grade previous days homework. Students
Students work with partners to correct. work with partners to correct.

(W) Discuss learning objectives (R) Review and reflect day. Practice finding rates
using multiplication and division, filling in rate
(E) Unitary method and bar modeling for rate word tables, and answering word problems using unitary
problems, students take notes during instruction. method.
Scaffold from 2 steps to multi-step problems
(Pennsylvania Department of Teaching and (E) Students work on problem sets 2 to 3 at a time.
Learning, n.d.).
(E-v) Students talk through and defend their
(R) TOYO- students practice completing word solutions.
problems using unitary method with bar modeling.

(E-v)- review word problems together


(T)- work on Pizza Champion with a partner
(R)- HW word problems
Day 5
Quiz
(T) Students work on Pizza Champion
Pizza Champion Rubric

Accomplishes Nears Below Re-Do


expectations expectations expectations
Table 1 23-25 20-22 17-19 <17
Requirements Table includes Table includes Table is missing Table is hand
all the required all the required 1-2 required data drawn and not
data. data. points. attractive.
The table is clear Table is mostly Table is hand Table is missing
and accurately clear and drawn. several data
labeled. accurately Table is neatly points.
Table is labeled. made. Table is not
attractive and Table has errors clearly labeled
uses spreadsheet in formatting. or accurate.
software.
25 22-24 20-21 <19
Computation Unit rates are Calculations Calculations Calculations
accurately include 1-3 include 4-5 include 5+
calculated with mistakes. mistakes. mistakes.
no mistakes.
Table 2 23-25 20-22 17-19 <17
Requirements Table includes Table includes Table is missing Table is hand
all the required all the required 1-2 required data drawn and not
data. data. points. attractive.
The table is clear Table is mostly Table is hand Table is missing
and accurately clear and drawn. several data
labeled. accurately Table is neatly points.
Table is labeled. made. Table is not
attractive and Table has errors clearly labeled
uses spreadsheet in formatting. or accurate.
software.
25 22-24 20-21 <19
Computation Unit rates are Calculations Calculations Calculations
accurately include 1-3 include 4-5 include 5+
calculated with mistakes. mistakes. mistakes.
no mistakes.
References

Colorado State University-Global Campus. (2016). Module 4 Think like an assessor [Schoology

ecourse]. In OTL 540K Theory and practice in backward design. Greenwood Village, CO:

Author.

Common Core States Standards Initiative. (2016). Grade 6: Ratios and proportional relationships.

Massachusetts Department of Elementary and Secondary Education. (2013). Ratios, rates, and

percents: Mathematics grade 6. Retrieved from

http://www.doe.mass.edu/CandI/model/files.aspx?id=A57389C5302682C80F506E866253A7660

93EA66E

Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused

every day. Alexandria, VA: ASCD.

International Center for Leadership in Education. (2016). The rigor relevance framework. Retrieved from

http://www.leadered.com/our-philosophy/rigor-relevance-framework.php

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San

Francisco, CA: Jossey-Bass.

Massachusetts Department of Elementary and Secondary Education. (2013). Ratios, rates, and percents:

Mathematics grade 6. Retrieved from

http://www.doe.mass.edu/CandI/model/files.aspx?id=A57389C5302682C80F506E866253A7660

93EA66E

North Carolina Department of Public Instruction. (2013, July). Instructional support tools for achieving

new standards. Retrieved from

http://www.ncpublicschools.org/docs/curriculum/mathematics/scos/6.pdf

Pennsylvania Department of Education. (n.d.). Secondary response to instruction and intervention. Tier 1

core instruction. Retrieved from http://static.pdesas.org/content/documents/Sec-RtII-Tier1.pdf


Pilcher, J. (2012). Whos engaged? Climb the learning ladder to see (2nd ed). Pensacola, FL: Studer

Education

Sampsel, A. (2013). Finding the effects of think-pair-share on student confidence and participation.

Retrieved from

http://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1029&context=honorsprojects

Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

Wiggins, G. (2012, September). Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.

Retrieved from http://www.ascd.org/publications/educational-

leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

Zher, N.H., Hussein, R.M.R., Saat, R.M. (2016). Enhancing feedback via peer learning in large

classrooms. Malaysian Online Journal of Educational Technology, 4(1), 1-16

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