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Series of Grade 6 Lessons on Understanding, Representing, and Applying Rates

Teacher: Hollie Young (mathematics department) Librarian: Christine Caruso Subject: 6th grade mathematics and technology Lesson 1a:
C Common Core Standards: CSS.Math.Content.6.RP.A.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. CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? CCSS.Math.Content.6.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.Math.Practice.MP6 Attend to precision CCSS.Math.Practice.MP7 Look for and make use of structure. 21 century learning standards. 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 - Connect understanding to the real world.
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Timing: Day One of Lesson One (45 minutes)


Lesson Context: (check one) Stand-alone lesson Lesson in a unit X Multiple lessons in a unit Lesson One Day One

Collaboration Continuum: (check one) None Cooperation Coordination X Collaboration

Resources needed: Students will need paper, pencil and calculators. Teacher will need the ability to display a website. Technology Used: Google Maps Objectives: Students will be able to describe and represent a rate relationship and articulate the meaning of a unit rate using precise language. Students will be able to solve rate problems and calculate a unit rate and will understand how unit rates can be helpful in comparing rates and in solving rate problems. Also, students will be able to convert measurement units by reasoning with ratios.

Essential Questions: - How can unit rates be used to represent a relationship in real-world data? How can units rates be used to make comparisons? How can unit rates assist in unit conversions and solving rate problems? How can tables, number line diagrams, and graphs serve as representations of constant rates? How can these representations assist in understanding and comparing rates? Teachers Role: Instruct the math piece (most of this lesson). Librarians Role: Prior to the lesson, the librarian will have created the location of Julius West Middle and Tallbott Shopping Center as well as an additional location (for extension piece) within a Google Maps my maps link https://www.google.com/maps/ms?msid=206891294519767748965.0004d349779ebaee6dbce&msa=0 The librarian will model the mapping location and provide support to the math teacher as a co-teacher.

Engage: Students are asked to consider the distance traveled and the time elapsed when traveling by bike from their school (e.g., Julius West Middle) to a particular destination (e.g., Talbott Shopping Center). The goal is for the class to engage in one problem as an entry into learning about unit rates. The library specialist uses the Promethean board or Overhead project to show the two routes from google maps and the projected distance and time for each route. The math teacher has the approximate distances written on the board. Route 1 is about 2 miles and takes 15 minutes. Route 2 is 3 miles and takes 20 minutes. The math teacher asks the following discussion questions: What is the ratio relationship between distance and time for each route? Pair-share each student describes to their partner the relationship for one route. Discuss whole class, asking for different ways to articulate the ratio relationship (e.g., For every 2 miles traveled, 15 minutes have elapsed or there are 2 miles traveled for every 15 minutes, 2 miles per 15 minutes, 2 miles for every 15 minutes; the same precise language for 3 miles per 20 minutes). A rate is a type of ratio. What do you notice about the units in a distance to time rate? (units are different)

The math teacher has students write each rate at least one way using ratio language. Students can use any of the forms of writing ratios. Be sure that students use precise language and that they include units.

Explore: Students are using the data from Google Maps that they used in the Engage part of the lesson to compare the rates for the two routes. Using the data from the Engage, the math teacher will ask the following discussion questions: Are the ratios for each route equivalent? In other words, are we traveling at the same rate of speed for each route or is one of the routes assuming a faster rate of speed? o Be able to explain your method for determining the answer and provide justification. (In order to activate students prior knowledge, it is important for students to describe their methods for determining if the ratios are equivalent and to clarify how their methods relate to the meaning of a

rate in this context time and distance vary proportionally, such that finding equivalent ratios requires the same factor - either internally or a scale factor that produces an equivalent ratio). Possible solutions: Students are likely to use what they know about equivalent fractions to compare 2miles/15 minutes to 3 miles/20 minutes. It is likely they will find the LCD, which is 60 minutes to find that 2/15 = 8/60 and 3/20 = 9/60; therefore 3 miles/20 minutes is a faster rate of speed given that more mileage can be covered in the same amount of time. Students may also find common numerators, indicating that 2/15 = 6/45 and 3/20 = 6/40, from which they will conclude that 3 miles/30 minutes is faster because it takes less time to travel 6 miles. Explain: Students will learn that a unit rate is an alternative way to represent a rate, they will learn how to use ratio language with unit rates, and will calculate unit rates to compare the constant rates for each route. The math teacher will provide the following explanations for a unit rate and will ask the following questions in the context of the data from the Engage and Explore parts of the lesson: A rate in which one of the quantities that is being compared is 1 unit is called a unit rate. A unit rate tells us how many per one unit. Ask students to share examples of unit rates that they may have encountered in the real-world. We can write all rates as unit rates by dividing to determine how many per one unit. In the problem we have been examining, it makes the most sense to divide miles by minutes to determine how many miles per 1 minute. Have students calculate the unit rate in miles per minute for the two routes. (May want to have students use calculators and round to the hundredths place). Ask students what the unit rates mean? Conduct a Think-Write-Share in which students use precise ratio language to describe the relationship in each unit rate. Ask students to compare the unit rates for the two routes offered by Google Maps for traveling from school to the shopping center. o Solutions: 2miles/15 minutes = 0.13 miles per minutes; 3 miles/20 minutes = 0.15 miles per minute Indicate to students that now they know several methods for comparing rates and no matter which method that they use they will get the same result, but sometimes calculating a unit rate is a more efficient method for comparing rates or determining if rates are equivalent.

Elaborate/Expand: Now that students have learned an alternative way of comparing rates and they have found that the two rates are different, students will expand their understandings of ratios by converting measurement units from miles per minute to miles per hour. The math teacher has the students do a Think-Write-Share with the following discussion questions: o Using the unit rate in miles per minute, how do we convert miles per minute to miles per hour? (Hint: Think about how many minutes there are in one hour). Differentiation: model how to set up equivalent ratios and explaining to students that so many miles per one minute is to so many miles per 60 minutes. Next, ask students how to determine the missing value in the equivalent ratios. Also, draw a double number line to help students see the multiplicative relationship. (This involves multiplying one minute by 60 and the miles by 60). Discuss how 60 minutes is the same as 1 hour, so we can read the rate as so many miles per 1 hour.

o Students are to think, then jot down their ideas, and then discuss strategies with their neighbor, and follow-up with a whole class discussion to summarize the methods for converting miles per minute to miles per hour. Possible Solutions: students are likely to set up proportions, which they know as equivalent fractions, such as 2/15 = x/60, so x=8 and 3/20 = x/60, so x=9; students may also take the unit rates 0.13 miles per min and 0.15 miles per min and multiply by 60 minutes to get 8 miles per hour and 9 miles per hour, respectively; a possible incorrect solution is to divide each unit rate by 60, which would result in 0.0022 miles per hour and 0.0025 miles per hour, which requires asking students if these answers make sense and to explain why or why not. o Students are to convert the two unit rates that are in miles per minute to miles per hour (round to ones place) and articulate how the rates differ, using precise ratio language. Solution: 0.13 miles per minute = 8 miles per hour and 0.15 miles per minute = 9 miles per hour; in Route 1 for every 8 miles traveled, one hour has passed, and in Route 2 for every 9 miles traveled, one hour has passed. This means we are traveling more distance in the same amount of time for Route 2, so we are going faster, or more precisely, we are traveling at a faster rate of speed in Route 2 than Route 1. Evaluate: Students practice calculating unit rates in miles per minute and then converting to miles per hour. This is an opportunity for teachers to gauge students understanding of finding a unit rate and how a unit rate is helpful in converting unit measurements. Take students through several more examples on white boards (suggested practice problems: Route 1: 2 miles in 15 mins, Route 2: 4 miles in 40 mins, Route 3: 5 miles in 32 mins) by having students calculate the unit rate in miles per minute (can use calculators and round to hundredths place) for each problem and then convert to miles per hour (round to ones place). o Differentiation - discuss the strategies that students use for converting unit measurements and record the methods on the board for students to see visually. o Ask students how the unit rate helps them to convert from miles per minute to miles per hour? o Compare the unit rates in miles per hour in which route are we traveling at the fastest rate of speed. Solution: Route 1: 2 miles per 15 mins = 0.13 miles per min = 8 miles per hour; Route 2: 4 miles per 40 mins = 0.1 miles per min = 6 miles per hour; Route 3: 5 miles per 32 mins = 0.16 miles per min = 9 miles per hour; Route 3 is the fastest rate of speed

LESSON 1B- Understanding, Representing, and Applying Rates


Common Core Standards: CSS.Math.Content.6.RP.A.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. CCSS.Math.Content.6.RP.A.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? CCSS.Math.Content.6.RP.A.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.Math.Practice.MP6 Attend to precision CCSS.Math.Practice.MP7 Look for and make use of structure.

21 century learning standards: 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 - Connect understanding to the real world.

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Timing: Day Two of Lesson One (45 minutes)


Lesson Context: (check one) Stand-alone lesson Lesson in a unit X Multiple lessons in a unit Lesson 1 Day Two

Collaboration Continuum: (check one) None X Cooperation Coordination Collaboration

Objectives: Students will be able to describe and represent a rate relationship and articulate the meaning of a unit rate using precise language. Students will be able to solve rate problems and calculate a unit rate and will understand how unit rates can be helpful in comparing rates and in solving rate problems. Also, students will be able to convert measurement units by reasoning with ratios. Essential Questions: - How can unit rates be used to represent a relationship in real-world data? How can units rates be used to make comparisons? How can unit rates assist in unit conversions and solving rate problems? How can tables, number line diagrams, and graphs serve as representations of constant rates? How can these representations assist in understanding and comparing rates? Teachers Role: Instruct the math piece (most of this lesson). Librarians Role: The librarian can act as a co-teacher to the math teacher during this lesson by providing support to students. However, if timing does not work with the librarians schedule, the math teacher can also teach this lesson alone. Engage: Engage students in a discussion to activate their understandings of a unit rate as it applies to the constant speed for the biking routes. Have students engage in solving rate problems based on constant speed. The math teacher asks the following discussion question: Lets take the route from the school to the shopping center that has us biking at a faster constant rate. Which route was that again and how do you know this rate of speed is faster? o Route 1: distance = 2 miles, time = 15 minutes; 0.13 miles per minute, 8 miles per hour o Route 2: distance = 3 miles, time = 20 minutes; 0.15 miles per minute, 9 miles per hour Solution: Route 2 Assuming that we are taking Route 2 and traveling at a constant rate of speed of 9 miles per hour, then how many hours will it take to travel to a destination that is 18 miles away? Create a rate table to

complete this question and the questions that follow. Also, create a double number line diagram. Think about how you can use your unit rate to help you with determining the answers to this question and the following questions. (Go over the Rate Table and the Double Number Line diagram with this first question) Traveling from Julius West Middle to the Talbott Shopping Center
Rate Table: distance (miles) time (hours) 9 1 18 2

Double Number Line Diagram: miles 0

18

0 1 hour(s)

If we are traveling at this constant rate of speed, how long will it take to travel to a location that is 27 miles away? If we are traveling at this constant rate of speed in a biking contest for 4 hours, how many miles long is the biking contest?

Explore: Students will explore how a unit rate can be helpful in solving rate problems. The teacher asks the following discussion questions to explore how unit rates may be helpful in solving rate problems. Ask students what patterns they see in the rate table. How is the unit rate in miles per hour helpful in solving these problems? How does the unit rate help you to write a rule that will predict the number of miles traveled for any number of hours? (May want to use Think-Write-Share)

Explain: Students will learn how a unit rate can be helpful in solving rate problems. The math teacher will guide students to understand how a unit rate can help write a rule by facilitating students articulations around the relationship between distance and time. Lets say we are traveling at a rate of 9 miles per hour and I know we traveled for 2 hours, what do you know happens to the time when you have traveled for 2 hours rather than 1hour? (doubled the time) If we double the time, then what happens to the miles we traveled? (This also doubles) If we set up equivalent ratios, we can see that 9 miles is to 1 hour as 18 miles is to 2 hours. We can also multiply our speed of 9 miles per hour times 2 hours to get our distance of 18 miles, so speed time = distance. Lets see if this works when we triple the hours is the distance also tripled? If we multiply our speed times 3 hours do we arrive at the distance traveled in 3 hours?

Elaborate/Expand: Students who complete the activity and are able to extend the lesson could work with the librarian on calculating the constant rate of speed for their bike ride to another location saved under the my maps link. Then students determine if they are traveling for a particular amount of time at this rate of speed how far they will travel. The librarian specialist could lead the students in identifying the route and have them create a rate table. Additionally, the librarian could begin modeling how they could create their own locations (which leads into the technology lesson). Evaluate: Students will complete an exit ticket that asks students to imagine that they rode their bike at an even faster rate from their school to the shopping center. The rate is 10 miles per hour. Students are to explain why this rate is considered faster than the other two rates of speed for Route A and Route B. Using this rate of speed, students are to create a rate table and a double number line diagram to show the time in minutes that it takes to travel 5 miles, 10 miles, 20 miles, and 30 miles at this rate.

Lesson Two: Google Maps Technology Lesson: Mathematics-Understanding & Working with Rates Teacher: Hollie Young Librarian: Christine Caruso Subject: 6th grade mathematics and technology Common Core Standards:
CC6-8RS/TS3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. CC6-8RS/TS7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Standards for the 21st Century Learner


1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.4.3 Recognize new knowledge and understanding. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.3.4 Create products that apply to authentic, real-world contexts. 4.3.2 Recognize that resources are created for a variety of purposes.

Timing: 45-60minutes (modifications to the explanation and extension pieces can be made depending on the period length).
Lesson Context: (check one) Stand-alone lesson Lesson in a unit X Multiple lessons in a unit Lesson Two, Day 3

Collaboration Continuum: (check one) None X Cooperation Coordination Collaboration

Resources needed: Computers or laptops and pencil/paper for students, Promethean board for teacher, and or white board for sharing answers/inquiries. Technology Used: Google Maps, Computers or Laptops Teachers Role: Support the librarian and teach the math piece. Librarians Role: Model and instruct how to use Google Maps to create custom maps. Objectives: General-Students will be able to solve an informational problem by asking questions, finding answers and recording solutions in an ethical manner. Specific- Students will be able to use Google Maps to identify favorite locations and create a custom map used to establish distances and time. Students will be able to connect the process to real life situations. Engage: The librarian will pose the following Essential questions for students to think, pair, share: *How does identifying the parts of an informational problem help you determine what questions you need to ask? *How can using technology such as Google maps help us to gather information about places that we frequently visit? Students will think about the questions, discuss with a partner and then share as a group. As the librarian calls on students, the math teacher will then post their answers or additional inquiries on a white board or promethean board slide to revisit later. Explore: The librarian will then have students open up the Google map location saved from the previous math lesson using the following hyperlink: The librarian will ask students to think of locations that they frequently visit that are near their school or home. Students will be allowed five to ten minutes to explore Google maps and identify locations that they consider their favorites. Students will write these locations down on paper to use later in the lesson. Explain: Using the previously created Maps for the math lesson, the librarian will model step by step how to access Google maps to develop their own my places map for a future math lesson. While the librarian is instructing the tech piece, the math teacher will float around to assist students as well as take note of those who may need additional support and or those who are easily navigating the assignment. The math teacher will also clarify the why component to students by explaining the reasoning behind this lesson and how it will apply to the next math lesson as well as real life. The librarian will model how to create a map within Google maps via these steps:
1. 2. 3. 4. 5.

Sign in to maps.google.com. Click My Places at the top left panel. Click Create Map. Students will set a home and work (school) location. Students will then locate and save locations within their own map.

Students will save their My Map, and share the link via email (school account) or folder for the librarian and math teacher to access. 7. Both teachers will float the room to assist students with their My Places creation. 8. Students who finish can also save custom directions (bicycling or walking directions within their
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map) Saving directions in Google Maps Take car, bicycle, or walking trip suggestions and add them to a custom map. See how to best navigate between places on your map with only a few clicks To create a custom map with directions: 1. Click Get Directions and select your start and end locations. 2. Hit the blue Get Directions button to see your directions on the map. 3. Scroll down and click Save to My Maps to create a new map for your directions or to save them to an existing My Map. Differentiation: The librarian will model how to use the interactive tutorial within Google maps create for
students who need additional support. Both teachers as well as additional para-educators can support students with special needs by assisting them with their map, pairing them up with another student (as needed) and modifying the steps (creating just two places and saving their map). Students who effortlessly comprehend the technology can move on to the extension piece after checking in with one of the teachers.

Extension: After creating a custom map, there are additional things that students can do to enhance their maps:

Add descriptive text, including rich text and HTML Embed photos and videos in your map Share your map with others View your map in Google Earth

Evaluate: By saving their My Maps and sending the link of their map via email to the librarian and math teacher, the instructors can then evaluate the understanding and completion of the task. Additionally, the librarian will ask students to answer the following essential questions on an exit card: In todays lesson, how did you follow an inquiry? How can you connect this lesson to the real world?

These essential questions will be used as an evaluation piece by both teachers for higher order thinking and enduring understanding of the concept of inquiry and applying technology to the real world. Conclusion: The Librarian and math teacher will co-teach this piece by alternating the discussion of the previous answers and inquiries posted earlier in the lesson (engage) to see if there answers changed or if they had new inquiries: *How does identifying the parts of an informational problem help you determine what questions you need to ask? *How can using technology such as Google maps help us to gather information about places that we frequently visit? Both teachers will also ask students for feedback of the lesson (three pluses and a delta) to help them reflect upon and modify/enhance their own instruction.

Lesson 3, Day 4: (to be taught after the Tech Lesson) Understanding, Representing, and Applying Rates Teacher: Hollie Young Librarian: Christine Caruso Subject: 6th grade mathematics and technology

Common Core Standards:


CCSS.Math.Content.6.RP.A.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. CCSS.Math.Content.6.RP.A.3a 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.

CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. CCSS.Math.Practice.MP4 Model with mathematics 21 century learning standards. 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 - Connect understanding to the real world.
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Timing: 90 minutes (modifications to the explanation and extension pieces can be made depending on the period CCSS.Math.Practice.MP6 Attend to precision length).
CCSS.Math.Practice.MP7 Look for and make use of structure.

Lesson Context: (check one) Stand-alone lesson Lesson in a unit X Multiple lessons in a unit Lesson Three, Day 4

Collaboration Continuum: (check one) None Cooperation Coordination X Collaboration

Resources Needed: Students will need access to their maps created in Google my maps via computer, laptop or print out. They will also need grid paper, plastic sleeves, and dry erase markers. Technology Used: Google Maps, Laptops, NCES Create a Graph website

Objectives: Students will be able to solve real-world problems involving rates and ratios by using their knowledge of unit rates, methods for determining equivalent rates, plotting pairs of values on a coordinate plane, and comparing constant rates of speed on graphs. Students will also use the equation d = speed t to solve realworld rate problems. Essential Questions: How can we use our knowledge of ratios and rates as well as our understanding of Google Maps to find the distance and time traveled between two locations? How can we display our data? Teachers Role: To model and assist with math instruction (see descriptions within lesson) Librarians Role: To teach and assist with the technology piece of the lesson (see descriptions within lesson) Engage: Students will use their My Maps locations created in Google Maps (from the previous tech lesson) to find the distance traveled and the time it takes to take a particular journey from one location to another by foot and by bike. The goal is to activate students prior knowledge on creating rate tables and double number line diagrams to represent the ratios of distance to time. The library specialist will assist students in accessing and using their saved locations within My Maps links created in Google Maps from their technology lesson. The librarian will also assist students in gathering the important information needed for this lesson such as distance and time from the map information. The math teacher requests that students convert the distance to time rates to a unit rate of miles per minute (round to hundredths place) and then to miles per hour (round to ones place). From this, the students are to make a rate table for the trip on foot and the trip by bike by starting with the unit rate, and then including more distance and time rates that increase by a factor of 2, 3, 4, and 5. Students are also to create a double number line for the distance traveled and time elapsed when walking and a double number line diagram for the distance traveled and the time elapsed when biking. The math teacher circulates and asks students how they determined their additional values. Explore: Students plot the pairs of rates for distance and time for the walking trip and then for the biking trip on two separate coordinate planes (x axis is time the independent variable, and y axis is distance the dependent variable). This provides students an opportunity to explore how to represent rates on a graph. The math teacher has students use grid paper in plastic sleeves to plot their points for miles per hour with dry erase markers. Students are to round the values to the tenths place. Students are in pairs with the freedom to ask their partner questions as they are plotting the points on their grids. Make sure students have included a title for their graph and have labeled their x and y axes, including units. Also, students should include the point (0,0) as this is their starting point no time has passed and they have not yet traveled any miles. Once students have completed their graphs, the library specialist guides students in using http://nces.ed.gov/nceskids/createagraph/ to re-create the graphs, so that they can compare these to their drawn graphs. Students are to check to make sure the graphs look the same. If there are discrepancies, they should determine if there is a mistake or a reason to explain the discrepancies (e.g., different scale or intervals). Students will be able to print graphs. Explain: Students engage in a discussion to examine the relationship between the rate tables and the graphs to help students deepen their understanding of multiplicative relationships. The math teacher asks the following questions: What patterns do you notice in the graph? How do these relate to the patterns in the rate table?

Have students show the repeated addition for the increase in time by drawing a horizontal line to the right to represent the number of units added to each time value and drawing a vertical line from the end of horizontal line to represent the number of units added to each distance value. The lines form triangles that show the coordinated horizontal and vertical increases that are consistent for the equivalent rates. To see the multiplicative structure, guide students to examine from the unit rate the increase horizontally and vertically by each scale factor. The rate table, the double number line diagram and the graph all show a multiplicative increase; however, it is important for students to understand that the rate is constant that is the relationship between distance and time does not change. The math teacher asks the following discussion questions to guide students in grasping that their graph of the distance to time rates represents a constant rate; that is, the speed at which they are traveling does not change they are simply representing the distance traveled and time elapsed as we travel further: Is the speed constant in each graph? How do we know? (All of the ratios in the table are equivalent to each other. This can easily be shown by finding the unit rate of all ratios to see that they are the same.) o Scaffold if needed, have students calculate the unit rate for each ratio in their table to show that the ratio of distance to time is constant. What does it mean to say that the speed is constant? (the ratio of distance to time is constant they both increase or decrease by the same factor, which means the ratios of distance to time are equivalent)

Elaborate/Extend: Students compare walking and biking rates and use the relationship between distance and time to predict the distance traveled when given an amount of time and a constant rate of speed. The math teacher asks the following discussion questions and has students engage in a Think-Write-Share: Compare the rates of distance to time for the walking trip and the biking trip. Think about and write down what you notice about the steepness of the lines. Once students have had time to think and write, ask students to share. (In the biking trip we are traveling at a faster constant rate and so the line will be steeper indicating that more distance is covered in the same amount of time as compared to the distance covered when walking). Use your rate table and graph (or the equation d =rt) to predict how far you will have traveled by foot and by bike after 7 hours. Evaluate: Students create a rate table and graph with predicted values for the distance and time a car travels given the rate that students determine from the distance and time traveled from one destination to a second in Google Maps. The librarian specialist works with students to find two locations and has students record the distance traveled and elapsed time for driving form one location to the second location. The math teacher has students calculate the unit rate in miles per hour, create a rate table and predict values for distance and time assuming a constant rate of speed. Students then use their data, their knowledge of including (0,0) as a point, and the following site to create a graph: http://nces.ed.gov/nceskids/createagraph/ Students are to compare the table and graph to the tables and graphs for their biking and walking trips, and determine with which type of transportation they are traveling at the fastest constant rate and explain how they know using evidence from their tables or graphs.

Lesson 4, Day Five: Teacher: Hollie Young Librarian: Christine Caruso Subject: 6th grade mathematics and technology Common Core Standards:
CCSS.Math.Content.6.RP.A.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. CCSS.Math.Content.6.RP.A.3a 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. CCSS.Math.Content.6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. CCSS.Math.Practice.MP4 Model with mathematics 21 century learning standards. 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 - Connect understanding to the real world.
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Timing: 90 minutes (modifications to the explanation and extension pieces can be made depending on the period length). CCSS.Math.Practice.MP6 Attend to precision
CCSS.Math.Practice.MP7 Look for and make use of structure.

Lesson Context: (check one) Stand-alone lesson

Lesson in a unit

X Multiple lessons in a unit Lesson Four, Day 5

Collaboration Continuum: (check one) None Cooperation Coordination X Collaboration

Resources Needed: Students will need access to their maps created in Google my maps via computer, laptop or print out. They will also need grid paper, paper, and pencils. Teacher needs copies of exit ticket or need to project it. Technology Used: Google Maps, Computer

Objectives: Students will be able to solve real-world problems involving rates and ratios by calculating unit rates, making predictions based on their knowledge of the relationship between time, distance, and rate of speed, and students will create and analyze a piecewise linear graph to make comparisons of the constant rates within each segment. Essential Questions: How can we best apply our understanding of rate to a real world problem? How can we use technology to represent our understanding? Teachers Role: To model and assist with math instruction (see detailed descriptions within lesson) Librarians Role: To teach and assist with the technology piece of the lesson (see detailed descriptions within lesson) Engage: The math teacher has the students create a story about a trip with friends or their family that involves walking, biking, and sitting/hangout out. They do not have to do these things in this order, in fact, it is better if they use their creativity to come up with a story of traveling to a place of their choosing that involves walking or biking and then stopping for a while and then walking or biking some more to another location. The goal is to create a story about a trip in which students travel by biking and by walking to various locations, and also building in time in between to just sit and relax (could be with friends). The locations must be between 5 and 10 miles apart. Students can use Google maps to make sure their locations are between these distances. Students work independently to come up with a story of their trip naming the location where they begin and two other locations they are traveling to and how they travel at the beginning and end of their trip (walk or bike). They also need to indicate for how long they will sit and rest. Explore: Students calculate unit rates and create rate tables. Students also describe the parts of their trip for which they are traveling the fastest. The librarian specialist works with students to use google maps to select locations and record the distance traveled (miles) and the elapsed time (minutes) depending on whether they are biking or walking (only one modality is chosen to travel from one location to another and only one route offered by google maps is selected an extension for students is for them to determine which route has them traveling at the fastest constant rate and to select this route). The math teacher has the students calculate the unit rate for the biking segment of their trip and the walking segment of their trip (use calculator and round to the hundredths place). Next, students convert their unit rate from miles per minute to miles per hour (round to the ones place). Students create two rates tables with distance and time one for their walking rate and one for their biking rate. They are to first write the walking unit rate and then determine the equivalent ratio when the distance doubles, triples, and quadruples. Lastly, they write in their distance and time indicated by google maps. Students repeat this procedure with their biking unit rate in their second table. The math teacher asks the following discussion questions, using a Think-Write-Share: Comparing the rates for the biking segment and the walking student, determine in which segment you are traveling at a faster constant rate. o How did you make this comparison? Which rates did you compare and why? (It is easiest to compare the unit rates)

o Which segment is faster and how do you know? (Segment in which the student is biking involves traveling at a faster constant rate because there are more miles traveled per hour) o Does this make sense, why or why not? (yes, because when we bike we are moving at a faster constant speed than walking at a constant speed) o If we were to create a graph of our data, how do you think the lines of the walking rate versus the biking rate will compare? Will one be steeper? Why? (Students might struggle with this question and thats okay because they will be creating graphs and examining the steepness of the lines, so if they have trouble at this time the differences in steepness, move to the next part of the lesson and ask that students continue to think about this question as it will be addressed later on). Explain: Students plot the pairs of distance and time values using their partners rate tables. Students use the tables and graphs to compare the constant rates. Have partners switch data tables and make a graph with their partners data. The math teacher must explain to students that at the last point at which they are sitting, they need to view the next 1 hour that elapses as the 1 hour in their rate table and they need to add the distance to the current y-value (distance in miles). For example, if I travel for 3 hours at a rate of 3 miles per hour, I end at 9 miles. If I then sit for 3 hours, I have not traveled any further, but now a total of 6 hours has passed (3 hours + 3 hours). If I start biking at a rate of 5 miles per hour (unit rate from table), then at the x value of 7 hours, I have to add 5 miles to the current elapsed distance, which is 9 miles. When I add 9+5, I get 14 miles, so when 7 hours has passed I have traveled 14 miles. When a second hour biking passes, the mileage of 5 miles is doubled, so we plot 8 hours and 19 miles. The math teacher will need to talk through plotting the graphs. Once students have plotted the graphs, then each student describes in writing what is happening in the graph with their partners data by developing a description to go with the graph that indicates during which segment the student is biking, walking, and sitting. Students should include an explanation of how they know based on what they know about constant rates of speed and comparing constant rates of speed. Below are questions for students to consider as they create their graph and description for their partners data:

In which segment is the student traveling at the fastest constant rate and how do you know? What do you
notice about the line segment that represents the fastest rate in comparison to the other line segments? Is it steeper or not? Is there a segment in which your partner is not moving, meaning he or she has not traveled any distance? If so, how do you know which segment this is representing no motion? Extend/Elaborate: Students determine if they correctly interpreted the graph to match what is happening in the real-life scenario involve walking and biking rates of speed. The math teacher has the students come together and compare their descriptions of the graph for each others data with the story that each student initially created. Students are to determine if their interpretations were correct and should be able to explain how they know. Evaluate: Students are given the graph below and are to evaluate the graph by answering the questions below: Exit Ticket: on next page

Exit Ticket: Determine during which times Sara is biking, walking, or sitting. Indicate the times below: o Hours ____ to ____ Sara is ____________________ o Hours ____ to ____ Sara is ____________________ o Hours ____ to ____ Sara is ____________________ At which part of her trip is Saras constant speed the fastest? _________________ Explain your thinking (using words, pictures and or numbers)

References American Association of School Libraries (AASL). (2013). Crosswalk of the Common Core and Standards for the 21st Century Learner. Retrieved from http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk Common Core Standards Writing Team (2011). Progressions for the Common Core State Standards in Mathematics (draft): 6-7, Ratios and proportional relationships. Retrieved from http://commoncoretools.files.wordpress.com/2012/02/ccss_progression_rp_67_2011_11_12_corrected.pd f Google Maps. (2013) Google Maps. My Places. Retrieved from https://maps.google.com/ Hafer, C. (2013) Math Lesson. My Maps. Retrieved from https://www.google.com/maps/ms?msid=206891294519767748965.0004d349779ebaee6dbce&msa=0 National Center for Education Statistics. (2013). Create a Graph. Retrieved from http://nces.ed.gov/nceskids/createagraph/ National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

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