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Title: Math - Ratios and Proportions Grade level: Sixth Length of time: 15 days Stage 1 Desired Results Meaning

g Enduring Understandings: Ratios and proportions help us to understand our world by comparing quantities. Ratios and proportions are used in everyday life for practical purposes such as calculating unit rates and prices. Essential Questions: How will I use ratios and proportions in everyday life? How can I compare two different things using ratios?

Knowledge & Skills Acquisition Students will know Greatest common factor (GCF) Least common multiple (LCM) Ratio Rate Unit rate Unit price Ratio table Scaling Equivalent ratios Proportion Students will be able to Calculate greatest common factor. Calculate least common multiple. Write ratios in simplest form. Use ratios to compare data. Calculate unit rate. Calculate unit price. Scale ratios. Graph ordered pairs. Compare ratios using tables and graphs.

Established Goals Iowa Common Core Standards 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 b 0, and use rate language in the context of a ratio relationship. 6.RP.3 Use ratio and rate reasoning to solve real-world math problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Standards for mathematical practice o Make sense of problems and persevere in solving them. o Reason abstractly and quantitatively. o Model with mathematics o Attend to precision.

Stage 2 Evidence (Assessment) Performance Tasks Students will apply their understandings by Completing a real-world price comparison exercise using their knowledge of unit price. Students will be provided with two sample grocery ads and asked to calculate the unit price of several similar items and make a purchase decision for each based upon the unit prices they calculate. This will serve as a formative assessment following the lessons(s) on unit rate/unit price. Performance will be assessed based on the accuracy of the students answers. Completing a real-world recipe scaling exercise using their knowledge of ratios. Students will be given two sample recipes, one of which needs to be scaled up and one that needs to be scaled down. This will serve as a summative assessment at the end of the unit on ratios and proportions. Performance will be assessed based on the accuracy of the students answers.

Other Types of Assessment (Selected Response, Short Answer, Extended Response, Personal Communication) Students will additionally demonstrate their knowledge and skills by Completing assigned modules from ixl.com Mid-unit quiz formative assessment, short answer format End of unit test summative assessment, short answer and extended response format Math circle discussions formative assessment, personal communication Self-assessment rubric included with mid-unit quiz and with end of unit test

Stage 3 Learning Plan Pre-assessment:

I will pre-assess student learning by administering the mid-unit quiz as a pre-test the week before this unit begins. I think that this is a good measure because if they are successful on the mid-unit skills I can infer that they already have a working knowledge of the early-unit skills that serve as a foundation to the mid-unit skills. The late-unit skills of ratio tables and graphing ratio tables are new at the sixth grade level. I will have all students participate in the focus lesson on these and I will build in differentiation from there if students show that they already understand ratio tables and graphing ratio tables. If students demonstrate high proficiency with these skills at the time of the pre-assessment, I will develop an activity menu that includes many of the tiered assignments I already have included in the unit as well as other activity options. I will develop a learning contract with these students and allow them some choice through use of the menu and contract.

Unit Sequencing:

This unit is designed to take 15 days. The daily warm-up activity is called Fast 5 and is designed to turn on their brains in the first few minutes of class so that we can get right to work. The Fast 5 problems pull either from lessons from earlier in the unit or from earlier skills foundational to the days lessons. The units Essential Questions and daily Learning Objectives will be posted in the classroom. The Essential Understandings and Essential Questions will be presented at the beginning of the unit and revisited often during the unit. Learning objectives will be discussed every day. Classroom activities, especially writing prompts, will focus directly on the Essential Questions. I will start by reviewing and teaching a few key skills that serve as the foundation to mid-unit and late-unit

skills. I have built this unit around a logical sequence of learning that builds each skill upon the earlier lessons. I have also built in frequent checks for understanding that I will use as formative assessments to adjust the pacing of the unit as we progress through it. I have included experiential learning in the form of simulations and games. I have included direct instruction of skills and vocabulary. I have included indirect instruction in the form of inquiry based experiences and investigations. I have varied the learning activities between individuals, groups of two and larger collaborative learning groups. I have made use of both homogeneous and heterogeneous groups. I will formatively assess both formally through written activities and informally through observation and communication. Many activities are designed to be tiered in order to account for remediation and/or acceleration as needed. I will scaffold all students by deliberately following the gradual release of responsibility model in my teaching. The progression from I do to we do to you do together to you do alone is a research-supported strategy that helps to support all learners. I will make use of flexible grouping, tiered assignments and other differentiation strategies throughout this unit. I will use IXL.coms targeted modules in order to help students work at remediated or accelerated levels as well as on-level.