Lesson Plan - - Task 2 PDF

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Summary

Lesson plan on Functions and ratios - passed...

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: Ratios Subject(s): Math Grade/Level/Setting: 6th grade - General Classroom Prerequisite Skills/Prior Knowledge: ● ● ●

Fractions Division Multiplication facts

Standards and Objectives 

6.RP.2 Investigate relationships between ratios and rates.

a. Translate between multiple representations of ratios (i.e., � � ⁄ ,�:�,� to �, visual models). b. Recognize that a rate is a type of ratio involving two different units. c. Convert from rates to unit rates. 

6.RP.3 Apply the concepts of ratios and rates to solve real-world and mathematical problems.

Student Measurable Learning Objective(s):  

After this lesson the students will be able to complete a Quizziz activity on the computer about writing ratios and calculating rates scoring between 80% - 100%. After this lesson the student will create an anchor chart poster on writing ratios and calculating unit rates (as described under the assessment section) scoring 80% or higher. (Rubric Attached).

Materials ●

Dry erase markers

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Dry erase coordinate grids

Technology Technology will not be used during direct instruction but used to check for understanding and assessment of the concept.

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Erasers

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Color tiles, fraction tiles or shape tiles

Students will use their Chromebooks to complete a Quizziz activity on writing ratios and calculating unit rates.

Language Demands ● Students should be using correct academic math vocabulary while working in pairs to identify rates, part to part, part to whole and calculating unit rates. ● Students should be using correct academic math vocabulary to validate their peers work while working in groups. ● Students should be using correct academic math vocabulary while conversing with the teacher. ● Students should be using correct academic math vocabulary while creating their video presentation. Language Function(s):

The I can statement verbs (apply, translate, convert, and recognize) used for this lesson cause the student to have to use higher order thinking skills to verify their understanding of the concept.      

Extend their knowledge of fractions, to determine ratios and unit rates. Predict outcome. make conclusions when identifying and calculating unit rates. analyze data to determine ratios, and unit rates. Create examples and drawings of rates and unit rates. Identify ratios,

Vocabulary Terms:

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Ratio part to part relationship part to whole relationship rate unit rate

Discourse and/or Syntax:

Students will be required to explain and discuss how they determined and wrote ratios. Students will be required to explain and discuss how they identified and calculated unit rates. Students will be required to orally discuss, write, solve and model their methods of solutions using wipe boards in groups. Students will be required to orally defend the method that they used to solve the problems with their peers.

Planned Language Supports:

Students will be instructed to duplicate language modeled by the teacher during direct instruction, to refer to their notes in their notebook, and to also use the sentence starters anchor charts posted on the classroom wall to help assist with proper discourse with the teacher and peers during the lesson.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

Students will be asked to make a prediction of which is the better deal;

Students will have to read and analyze a situation posted on the board.

Foodlion advertising 5lbs of flour for $3.50 or Kroger advertising 10 lbs of flour for $7.

Students will be asked to make a prediction of which is the better deal.

Students will justify their choice. Students will be asked to justify their prediction. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

The teacher will: 

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Display interactive colored tiles on the board and ask students to tell you the fraction of red to white, red to blue, white to blue, red to whole, white to whole, blue to whole. Begin a class discussion to access prior knowledge and to build on the new concepts using higher level thinking questioning: Have students draw and label the matching ratios displayed on the board in their notebook. Student name can you tell me the three ways to modeled on the board that you see ratios have been written. Student name can you explain what your peer just said in a different way? Re-state what your peer just said in your own words? Write an improper fraction on the board and ask students to divide the fraction to begin practicing to solve unit rates. What actions did you take to get your answer? Can you make a prediction of your answer prior to dividing the fraction? Would anyone who made a mistake like to share what they did wrong and what they now understand?

Student Actions

The student will: ● Participate in class discussions ● Place and write notes in their notebook ● Participate by coming up to the board and answering questions ● Confirm or re-evaluate their answer choices in group discussions ● Share their conclusions with the class

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Do you agree or disagree with your peers answer and why? Discuss the definition of a unit rate. Student name can you explain what your peer just said in a different way? Re-state what your peer just said in your own words? Display a grocery store add on the board and assist students in dividing ratios to calculate the unit rate of products. Describe the process of calculating unit rate. Did anyone else use a different method? Do you agree or disagree with your peers answer and why?

Guided Practice: Activity Description/Teacher

The teacher will: 

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Display a grocery store add on the board and assist students in dividing ratios to calculate the unit rate of products. Conduct class discussion and questioning of procedures and conclusions of answers. (Continue to ask Higher Order thinking questions through out the class discussion) - Examples attached Have students work in groups with grocery adds to calculate unit rates with peer buddies. Teacher rotates through groups listening to peer discussions and correcting any misconceptions and

Student Actions

The student will; ● Have students participate in class discussions. ● Confirm or disagree with peer answers or conclusions. ● Participate in coming up to the board and answering questions. ● Confirm or re-evaluate their answer choices in group discussions

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confirming assumptions. Have students come to the board and model how they solved for unit rates. Continue to ask Higher Order thinking questions through out the class discussion) - Examples attached

Independent Student Practice: Activity Description/Teacher

Student Actions

The student will:

The teacher will:

● Circulate around the room while students are completing their Quizziz activity independently on the computer.

● Complete a Quizziz activity on ratios and unite rates independently on their Chromebook.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

The teacher will: 

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Have students reflect on the opening question during the anticipatory set for the lesson and verify their thinking or change their thinking about their previous conclusions. Distribute and collect student reflection sheet on the concept taught today.

Student Actions

The student will: ● Students will reflect upon their previous conclusions to the opening question during the anticipatory set and reflect or change their previous conclusions. ● Have students complete a reflection sheet on how to write ratios and unit rates.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific

accommodations.

Gifted and Talented: Pre-Assessment can be given to compact the curriculum for those who have mastered the basic concept. These students can be asked to progress to finding the proportional relationships of ratios and rates. ELL: These students can be assigned a digital copy of the task cards and independent practice assignment allowing them to use Google translate options on their computers, or give them a copy of the worksheet with the extra language removed from each problem.

Students with Other Special Needs: These students may need to work in small groups with the teacher to verify their understanding of the concept prior to allowing them to work in peer groups. Students will also be allowed to use their notes, anchor charts, and be grouped with an average student to assist with clarifying misconceptions.

Students with IEP’s or 504’s will have all legal accommodations fulfilled throughout this lesson. (ex..different seating, less problems, oral dictation, etc…)

Assessment Formative Describe how you will monitor, support, and extend student thinking.

Data collected from the Quizziz will be used to assess students' understanding and to create groups for remediation if needed.

Summative (Quizzes, Tests, products)

The students will be asked to create an anchor chart/poster modeling three plotting ordered pairs questions, three finding the distance between points, and three identifying quadrant problems of their own, using correct math vocabulary....