EEI Lesson Plan Template

Name Kathy Stone: Pima Course:ESE290A Instructor: Cynthia Konrath

Subject: Math Topic: Rate and Unit Rate Grade Level: 6 Duration:
50 minutes
List of Materials,
Basket of apples, Rate and Unit Rate Worksheet, Multiplication Tables, Calculators, Steps for solving and vocabulary written on
the board

Purpose: This lesson will help students determine rate and unit rate from word problems and real life examples.
Components Description of Plan
Content Standard 6.RP.A.3 Use ratio and rate reasoning to solve mathematical problems and problems in
Choose ONE standard and type it out real-world context (e.g., by reasoning about data collected from measurements, tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations).
along with the number.
b. Solve unit rate problems including those involving unit pricing and constant speed.
Learning Objective Bloom’s Level: Apply
 Choose ONE level of complexity from
Bloom’s Revised Taxonomy Objective: After teacher modeling and discussion, SWBAT solve rate and unit rate
 Write ONE objective that is ONE problems in a worksheet with 80% accuracy.
simple sentence with ONE carefully
chosen verb

Est Anticipatory Set Teacher will (TW): Students will (SW):

# of  A quick "hook" to grab the 1. TW Bring in a basket of apples 1. SW respond to question ideas
Mins student's attention bought at the rate of 4 apples for may be, so I know if I can afford
 Activates prior knowledge of $1.00. one apple.
5
the objective 2. TW ask students why it might be 2. Students will determine the rate.
 Requires active participation
important to know how much 3. SW interact with the objective by
from ALL learners
 Students must literally interact each apple costs. calculating unit rate, determining
with the OBJECTIVE 3. TW state the objective. cost of quantity other than five.

Est Teaching-Input Teacher will: Students will:

# of  Using effective and varied 1. Define Rate and Unit Rate 1. Copy Definitions for Rate and
Mins
strategies, the teacher 2. Division unit rate into their vocabulary
provides information and 3. Provide Multiplication Tables or notebooks
5 vocabulary students will need Calculators
in order to grasp the concept,
strategy, or skill.
 Check for Understanding.
Est Teaching-Modeling Teacher will: Students will:
# of  Teacher demonstrates and 1. Demonstrate changing ratio to 1. Indicate level of understanding
Mins shows examples of what rate by raising fingers.
5 students are expected to do 2. Demonstrate changing ratio to 2. Stand if unit rate, remain seated
(how to solve the problem, unit rate if rate.
answer the question, do the
activity etc.).
 Check for Understanding.
Est Guided Practice Teacher will: Students will:
# of  An opportunity for each 1. Put problems on the board. 1. Come to the board or answer
Mins
student to demonstrate new 2. Ask students what the rate unit orally to demonstrate
learning by working through rate would be. understanding of identifying rate
an activity or exercise with the 3. Refer students to the steps to and calculating unit rate.
15
teacher’s guidance.
solve unit rates written on the
 This is the heart of the lesson board.
and should have the most
 EEI Lesson Plan Template

minutes assigned to it.

Est Closure 1. SW Orally answer what steps were necessary to calculate rate and unit rate
# of  ALL students must engage in from a ratio.
Mins brief closure activity to cement
learning and optimize transfer.
5  Do not introduce anything
new during Closure.
 Check for Understanding.
 Students must re-engage with
the OBJECTIVE
15 Independent Practice Students will: After teacher distributes worksheets with rate and unit rate problems,
 AFTER proper closure, it is students work independently but can ask teacher or another student if they get stuck
important to provide time for on a step.
additional practice. It may be
group or individual work in
class or it might be
homework.
 Do not introduce anything
new during Independent
Practice.

Checks for Understanding 1. Hold fingers up for level of understanding

 List at least THREE quick, informal 2. Stand up if it is unit rate, remain seated if rate
strategies that you used to check 3. Writing answers on the board or answering orally
understanding throughout the lesson. 4. Checking for understanding during independent work
 Checks should be varied (i.e., self-
check, verbal check, written check).
Assessment Options Pre- and Post-Assessment of Objective: Oral and written assessment of
 Describe how you will pre- and post- understanding of ratios. Brief introduction and discussion of rate and unit rate on
test students’ understanding of the Friday.
objective. These do not need to
happen on the same day as the Assessment of understanding of lesson from worksheet provided during lesson
lesson.
 Alternative options for diverse
learners should also be provided
Alternative Assessment Options:

Differentiation Options Content – Scaffold:

Describe how you will reach diverse Content – Challenge:
learners by varying the:
 Content Process – Scaffold: Provide calculators or multiplication charts to help students with
 Process multiplication and division
 Product
Process – Challenge: Have students do the additional step of creating a chart of
varying unit rates and associated quantities.

Product – Scaffold:
Product – Challenge:
21st Century Learning Technology: Closure question will be projected on the board
Describe how you will incorporate
technology and/or the 4 Cs: Critical Thinking: Asking why it is important to know unit rates.
 Critical Thinking
 Creativity Creativity: The option of creating a chart showing cost/gallons/hours etc and their
 Collaboration
corresponding quantities.
 Communication
Collaboration: The option of collaborating with another student to help solve written
problems.
 EEI Lesson Plan Template

Communication: Assessing understanding orally and in writing.

Appendices/Additional Information: [insert materials/links/screenshots below]