GMSA Lesson Plan Grade: 6

Content: Math Teacher: Jacobson

CCSS Standard Understand ratio
concepts and use
ratio reasoning to
solve problems.


6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b0, and use rate language in
the context of a ratio relationship.
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.
c. Find a percent of a quantity as a rate per 100; 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.
Skills (Learning
Targets)
Knowledge
Reasoning
Skill Product
Explain what students will need to know to reach the target:
Knowledge: Write and represent mathematical ratios.
Reasoning: Compare ratios and explain why the order they are written in is important.
Skill: Use strategic calculations to determine the equivalence of ratios.
Product: Create a set of ratios that represent a real-life scenario.
I Can Statements
and Objectives
Students will be
able to:
Create and describe a ratio relationship between two quantities.
Express ratios in different forms.
Understand and derive unit rate.
Determine equivalent ratios; create tables of equivalent ratios.
Use ratio relationships to determine percent, part, or whole.
Apply ratio reasoning when converting units of measurement.
Formative and
Summative
Assessments
Formative:
Summative:
Pretest in classroom & Mathletics CCSS Math Assessment 1
Performance tasks from CPS KC (Candies, Sewing, Snail Pace, Truffles) & Quarterly Benchmark (Impact CIM)
Essential Question(s) Challenge:

Questions:
Create situations that could be described by the following ratio, and write a sentence to describe the ratio in the
context of the situation you chose. Ex. 52:12
1. What are the four ways to write a ratio?
2. Where in real life are ratios created?
3. Where does the Golden Ratio appear within the human body and the outside world?
Activities Monday

[G6-M1-L2]
I DO:
-Bellwork in Exercise 1 students will come up with two examples of ratio relationships that are interesting to
them
-Allow students time to share out and draw attention to the verbal cues that define the ratio
WE DO:
-Have students read and study the description of the data in the chart provided
- Encourage students to really internalize the information given as opposed to jumping right into the problem
without knowing the pertinent information
-Allow students to work individually or in pairs to complete Exercises 2 and 3
YOU DO:
-Ask students Are the ratios 2:5 and 5:2 the same? Why or why not? and have students justify answers
-Students work in small groups on Problem Set while the teacher circulates and facilitates
-Administer Exit Ticket
Tuesday Collect baseline math data with the Mathletics CCSS Assessment 1
-Hand out student login cards (make sure to print these out beforehand)
-Students will be told to bring a pencil and a notebook (for scratch paper)
-The test will take two sessions to complete (students will not be able to complete the 60 questions in 1 hour)
Wednesday Collect baseline math data with the Mathletics CCSS Assessment 1
-Hand out student login cards (make sure to print these out beforehand)
-Students will be told to bring a pencil and a notebook (for scratch paper)
-The test will take two sessions to complete and must be completed today (students will not be able to complete
the 60 questions in 1 hour)
Thursday

[G6-M1-L3]
I DO:
-Bellwork in Exercise 1 continues to reinforce the students ability to relate ratios to the real world
-Have students share their sentences with each other in pairs and then quads
WE DO:
-Ask students to read the problem in Exercise 2 and then describe in detail what the problem is about
-Model representing the ratios from Exercise 2 in a table
-Scaffold students through the completion of the exercise by asking guiding questions
YOU DO:
-Students work independently on Exercise 3 and with a partner in Exercise 4
-Students work in small groups on Problem Set while the teacher circulates and facilitates
-Administer Exit Ticket
Friday See sub plans, the teacher will be absent
Monday

[G6-M1-L4]
I DO:
-Present Example 1 by reading it aloud and encourage students to discuss what would need to be done
-Guide the students to a mathematically correct conclusion and have them summarize their decisions
WE DO:
- Guide students to the correct reasoning process in Exercise 1, ensuring all students come to understand how to
use the description to determine equivalence
-Allow the students time to finish Exercise 2 independently, then discuss as a class
YOU DO:
-Recall the description of equivalent ratios from the start of class and have students create a description of the
rule in their own words
-Administer Exit Ticket
Tuesday

[G6-M1-L5]
I DO:
-Model how to use tape diagrams to find an equivalent ratio when given the part-to-part ratio
-Guide students through Example 1

WE DO:
-Students find the values of the partial quantities in Example 2
-Demonstrate how to calculate the number of each type of vehicle

YOU DO:
-In pairs or small groups, students complete the following problems Exercises 1-4
-After students are given time to work, have groups explain their answers
-Explain how tape diagrams can be helpful in solving ratio word problems
Wednesday
[G6-M1-L6]
I DO:
-Students complete lesson 5 Exit Ticket as a bell ringer
-Lead the completion of Exercise 1

WE DO:
-Have students work in small groups to solve each problem
-Assign each group a problem to share with the class
-Leave about 710 minutes to allow groups to present to the class

YOU DO:
-Ask the question What advice would you have for a friend who missed class today and needed to do the
homework?
Thursday
[G6-M1-L7]
I DO:
-Students complete lesson 6 Exit Ticket as a bell ringer
-Direct students to select an answer to the question posed by Example 1
Which of the following correctly models that the number of red gumballs is 5/4 the number of white gumballs?
-Poll students and host a discussion encouraging students to express their reasoning about their choices

WE DO:
-Have students work the following problem independently and then compare their answers with a neighbors
answer
-Encourage discussion among the pairs of students or among students who arrived at different answers

YOU DO:
-Allow students to try solving the following three scenarios d, e & f
Friday Mathletics in the computer lab
-Students will work on assigned domains according to the data acquired last week
-Hand out student login cards (make sure to print these out beforehand)
-Students will be told to bring a pencil and a notebook (for scratch paper)
Hess Matrix & High
Impact Strategies
Hess Matrix: Webbs DOK Level 1 Recall & Reproduction (Apply) Calculate, measure, apply a rule (e.g., rounding)

Webbs DOK Level 2 Skills & Concepts (Analyze) Compare/ contrast figures or data

Webbs DOK Level 4 Extended Thinking (Understand) Develop generalizations of the results obtained and the
strategies used (from investigation or readings) and apply them to new problem situations
High Impact
Strategies:
MP2 Reason abstractly and quantitatively.
Attend to the meaning of quantities, not just how to compute them; know how to be flexible in using different
properties of operations and objects.
MP4 Model with mathematics.
Identify important quantities in practical situations; map their relationships; and use tools (including diagrams,
two-way tables, graphs, flowcharts, and formulae).
Resources CPS Mathematics Content Framework, CCSS, Connected Math, Mathletics, & other supplements (engageNY).
Instructional
Modifications
Have the student verbalize written directions. By doing this, you will detect early errors or misunderstandings.
Provide example of completed item. Model or demonstrate each step. Have students check off each step as it is
completed. Provide only one portion of the assignment at a time. Divide longer orally assigned tasks into shorter
ones. Face the child and speak slowly and distinctly. Provide visual reinforcement as often as possible when you
speak to the class. Provide practice in noticing, describing, and comparing details. Check frequently that the
student is following directions. Have students repeat or re-explain directions. Use color cues such as
neon-colored highlighters to direct student attention to important information, key words, and directions. Vary
presentation of a task. Use a gradual-release model with I DO, WE DO, and YOU DO cues.
Learner
Accommodations
Use proximity seating. Assign a peer tutor. Surround student with appropriate role models. Allow additional time
to complete assignments/tests. Use a digital, silent timer to help a student who is slow to complete work.
Alternate short work periods with teacher-controlled breaks - have this student be your official pencil sharpener,
note-runner. Break assignments down into shorter segments. Highlight the number of problems you want the
student to complete, provide feedback, then assign the next segment. Provide "windows" cut from paper or
cardboard to expose only one segment at a time. Use a line or place-marker. Teach self-monitoring techniques: -
Have the student set goals for how much of a task they can complete in an allotted time. Use physical, visual, or
auditory signals/cues to redirect student to stay on task. Use class and individual schedules. Check things off as
they are completed. Teach students to highlight operational signs. Encourage students to subvocalize while
working.
Materials

Math notebooks, teacher handouts, whiteboard slates, textbook, manipulatives, computers, chalkboards,
overhead projector, Starboard, Elmo, and other technological devices.

Additional Notes & Comments:
Students build on their prior work in measurement and in multiplication and division as they study the concepts and language of ratios and unit rates. They use
proportional reasoning to solve problems. In particular, students solve ratio and rate using tape diagrams, tables of equivalent ratios, double number line
diagrams, and equations.