Unit Plan: Ratios, Rates, Proportions, Percents Erin Goddard

Stage 1 Desired Results

Established Goals (Standards)
Ratios and Proportional Relationships 6.RP Understand ratio concepts and use ratio reasoning to solve problems. (6.RP.A) 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." (6.RP.A.1)

Transfer Goals Students will be able to independently use their learning to What kinds of long-term independent accomplishments are desired? 1.) Form reasonable opinions and ideas based off of factual information and evidence. 2.) Analyze proportional relationships and statistics and use to solve real world and mathematical problems. 3.) Use 21st century skills concerning responsibly research to expand knowledge and understanding of points of interest 4.) Have good reason for decisions made Meaning-Making Essential Questions (F=Factual; C=Conceptual; P= Students will understand that Provocative) Students will keep considering Understandings A system of equations group together related equations that represent the varying values and relationships in our world. Matrices have the power to organize and systematically solve systems of equations and/or other complex, real life problems. Can you prove it? How are rates and ratios ? How can I support my argument to convince others.

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. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1 (6.RP.A.2)

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 wholenumber 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. 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? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity);

Acquisition of Knowledge and Skill Students will know Students will be skilled at What facts and basic concepts should students know and be able to recall? Solving proportions Ratios Percentage conversions of means multiply What discrete skills and processes should students be able to use? Setting up proportions Identifying relationships that are proportional Take percentages of wholes or figure out percentages of parts of wholes Create a problem solving strategy

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. (6.RP.A.3)

Take surveys Form hypothesis/ideas based on statistics

Stage 2-Evidence of Understanding

Students will show their understanding by Performance Task(s): How will students demonstrate their understanding (meaning-making and transfer) through complex performance? Other Evidence: Students will show they have achieved Stage 1 goals by ... What other evidence will you collect to determine whether Stage 1 goals were achieved? Throughout this unit, students will be maintaining an Engineering Notebook that has several parts to complete. They will submit it at the end for a final score and assessment of the unit. Assessment Task #1- Self Feedback/Corrections: Students will be required to check over their answers using the solution manuals given to the groups. They will score and make corrections that they need on each assignment. Throughout this unit, students will be required to complete 2 SELF FEEDBACK CORRECTIONS. Assessment Task #2- Linear Programming: Students will be optimizing a situation by identifying constraints and establishing objectives. They will perform this task manually and by Excel. They will complete a directed set of steps and set up Assessment Task #3- Matrix coding: Students will compete to get a coded message to and from a sender within a group

Assessment Task #4- Formative Test: There will be three problems on this test that consists of a plane problem, operations, and a projectile motion problem.

Assessment Task #5- Formative Test: There will be three problems on this test that consists of a plane problem, operations, and a projectile motion problem.

Stage 3- Learning Plan

Summary of Pre-Assessment, Progress Monitoring, and Key Learning Events Pre-Assessment KWL Progress Monitoring How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?

I will be checking to make sure they are organizing their notes and their homework, so that they can use their own work as a resource in their learning- they should be able to look back and find organized set up examples of solving proportions or be able to look through their practice problems and see that they have practiced processes that they can transfer to various other problems in this unit. What are potential rough spots and student misunderstandings? There are a lot of various set ups for solving and the students will have to choose which set up they want or which method they want to go with. Multiple ways of solving can occur, and we should all arrive at same answer. Students will just need to be able to JUSTIFY there process. This reasoning and justification, whether it is writing it out or talking it out to explain their process is the observed HARDEST thing for these students to do. How will students get the feedback they need? We will have conference and quizzes along the way where we can both see, as a student and as a teacher, where there are misunderstanding and understanding. Students will be having 1:1 conferences with me. If they do not have the assignments done, they will need to schedule an appointment outside of school time Hopefully this will push to get them to do their assignments on time, so they can conference with me during class. Learning Events Student success at transfer, meaning, and acquisition depends upon ... Day 1: Introduction to percents answering essential question How are rates, ratios, and percentages being used? Students will do a KWL on percentages and Health Care in America. They will break into groups to read an article and have a discussion in groups about the strength of the arguments for and against. Fill out WS #1 Ch 7 Intro KWL and Percents Discussion Homework: Finish KWL and Percents Discussion Day 2: (Skip 7.1) Lesson over 7.2 Percents and Proportions Homework: Chapter 7.2 pg. pg. 337: 1-8, 10-16 even, 24, 25 Day 2: Lesson over 7.3 Percents and Decimals Homework: Chapter 7.3 Pg. 342 #s 13-16; 21-24; 25-28; 33; 36 Day 3: Students will have a workday over reading an article and applying their skills of 7.2 and 7.3 to answering prompts about making statistics more real and personal in WS #2 Argument Analysis I will be conferencing with them Day 4 as part of ASSESSMENT TASK #1 1:1 CONFERENCE Homework: FINISH Argument Analysis WS Day 4:While I am conferencing with students about their WS#2, students will be working on the practice quiz on Pg. 350 #2-16(ev); 17-22. Homework: Finish Practice quiz and look over Argument Analysis. If did not go because you were not done, finish and will conference Day 5. If did go, look over and make any necessary changes. ORGANIZE BINDERS. There will also be a binder check for a chapter 7 homework and note section. Day 5: Finish conferencing and have Mrs. Lowe help in review activity Silent Library Review working through some of the practice quiz problems. Day 6: ASSESSMENT TASK #2: CH 7 QUIZ (Refer to WS #3 Ch 7 Percents Quiz) Day 7: Go over quizzes and Lesson over 7.4 Using Dan Meyers Three Act Which Deal at http://threeacts.mrmeyer.com/duelingdiscounts/ and WS #4 Deals WS (this ws will be done with computers) Homework: Finish Deals WS Day 8: Lesson over 7.5 Rates of Change Homework: 7.5 Pg 354 #1-9; 14-16; 21-22 Day 9: Workday on WS #5 Percent Change Argument WS

Homework: Finish WS #5 Day 10: ASSESSMENT TASK #3: 1:1 CONFERENCE- RATES OF CHANGE ARGUMENT WS; other students will be working on brainstorming controversial/debatable topics with Mrs. Lowe. Day 11: 1:1 Conferencing while students begin WS#6 Phase 1 of "OutlineRubric of Argument Paper Day 12: Finish Survey/Data Collection and start transitioning into Phase 2 of Day 13- 14: Work on WS #6 Argument Paper Research/Outline Phase 2/3 (1:1 conferencing on outline must be completed in these two days) Day 15-17: Typing of Argument Paper WS #6 Argument Paper Outline Phase 4 Day 18: Peer Reviews

Worksheets WS #1 Ch 7 Intro KWL and Percents Discussion: WS #2 Argument Analysis Practice: WS #3 Ch 7 Percents Quiz WS #4 Deals WS - This I have students do on the computers (we are going 1:1 next year) **Dan Meyer** WS #5 Percent Change Argument WS WS #6 OutlineRubric for Argument Paper