Instructional Planning: Unit Plan (K-12) Template

Unit Operations with Whole Numbers &

Subject/Course: CCSS Math 6
Title: Ratios
Grade/s: 6th Name: M. Holly

Stage 1: Desired Results

Standards/Goals:

6-NS.B.02 (Grade 6)
Fluently divide multi-digit numbers using the standard
algorithm.
6-NS.B.04 (Grade 6)
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole
numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common
factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
6-EE.A.01 (Grade 6)
Write and evaluate numerical expressions involving whole-number exponents.
6-EE.A.02.b (Grade 6)
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more
parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 +
7) as both a single entity and a sum of two terms.
6-EE.A.02.c (Grade 6)
Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world
problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when
there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A =
6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.
6-EE.A.03 (Grade 6)
Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the
expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to
produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent
expression 3y.

Ratios and Proportional Relationships 6.RP

A. Understand ratio concepts and use ratio reasoning to solve problems.

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.
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.

Supporting/Repeating Standards:

5.NBT.B.7 -Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method

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Unit Plan (K-12) Template 1
and explain the reasoning used.
5.NF.B.5 - Interpret multiplication as scaling (resizing)
4.OA.B.4 - Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its
factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a
given whole number in the range 1100 is prime or composite.
5.NBT.A.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns
in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to
denote powers of 10.
5.OA.A.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating
them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three
times as large as 18932 + 921, without having to calculate the indicated sum or product.
4.MD.A.1 - Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record
measurement equivalents in a two- column table.

Understandings: Essential Questions:

Students will understand that
The topic Operations with whole numbers provides
many opportunities for students to solidify their
understanding of operations with whole numbers and
develop numerical fluency. In solving problems, students
use estimation to efficiently estimate costs. Students
also make connections among algorithms for whole
number division and begin to practice with standard
algorithms, including the one most commonly used.
Students are not expected to have mastered this skill by
the end of this topic, as they will continue to build on and
demonstrate fluency with the standard algorithm in
future topics.
Proportional change is introduced through the context of
enlarging an image using a variety of representations.
This provides students with support for understanding
proportional change geometrically as well as
numerically. Students compare additive change to
multiplicative change and come to understand that
proportional reasoning involves multiplicative change
through the application of scalar multiplicationin which
both values in the ratio are multiplied by the same factor
often called a scale factor.
Students also explore proportional change in recipes
and other mixtures. Throughout the topic, students
represent proportional change in multiple ways, with
tables, graphs, equations, and proportion bars.
In later topics students will extend their understanding of
proportional reasoning to rates in a variety of contexts
and to making predictions from data.
Would the Order of Operations change if the
numbers involved in the operations were decimals or
fractions?
What is your strategy for finding the LCM?
How can you use LCMs to solve problems?
What are your cues that a problem-solving scenario
requires common factors or common multiples?
How can estimates help the class committee?
What are some strategies for estimating and
rounding?
In what other situations might you use an estimate?
What is a rounding situation where it makes sense
to overestimate?
What is a rounding situation where it makes sense
to underestimate?
How are the three division methods presented in this
block related to different strategies for multiplication?
What are some of the different methods we used to
divide whole numbers?
How do these methods relate to our base-ten
number system of working with groups of ones and
tens?
How can we check that our answer is correct when
we solve a division problem?
How can we represent our answer when the divisor
does not divide evenly (when we have a
remainder)?
How can you describe all the factors of a number?

If you have two or more different types of items that

you want to share with or "distribute" to your friends,

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Unit Plan (K-12) Template 2

Students will know
Base Ten
Add and subtract decimals through hundredths.
Multiply multi-digit numbers by two-digit
numbers.
Divide four-digit numbers by two-digit numbers
using models.
Compare two decimals through thousandths.
Round decimals to any place.
Multiply decimal numbers through hundredths.
Multiply and divide multi-digit decimals by
positive powers of 10 and demonstrate an
understanding of the patterns involved in
multiplying and dividing by powers of 10.
Fractions
Add and subtract fractions and mixed numbers
with unlike denominators.
Multiply fractions. Multiply a fraction by a whole
number.
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Unit Plan (K-12) Template 3
how could you group the items so that everyone
receives the same numbers of each item type?
What are some other instances where you
would like to change the size of an image?
How do you think an image would be affected
if you subtracted from the dimensions?
Divided them?
How can you determine the two multiplicative
relationships in a ratio?
How can you tell if two ratios are equivalent?
What happens when you use a scale factor
less than 1 to create an equivalent ratio? How
about a scale factor greater than 1?
Describe ways to represent a proportional
relationship.
List different representations of proportional
relationships. Explain how those
representations are related to one another.
What are the dimensions of three other
rectangles proportional to a 4 by 6
photograph?
How can you find a missing dimension when
comparing two rectangles that are
proportional to one another?
How do you determine the scale factor
between an image and its original?
Students will be able to
After completing the topic Operations with whole
numbers, students will be able to
compute fluently using addition, subtraction,
multiplication, and division to solve problems
involving multi-digit whole numbers;
analyze different algorithms for division of whole
numbers;
make reasonable estimates with justification;
solve problems involving common factors and
common multiples;
write prime factorization of numbers;
find the least common multiple and greatest
common factor of two numbers;
apply the distributive property to generate equivalent
numerical expressions;
write and use expressions involving whole-number
exponents;
apply the Order of Operations correctly with positive
rational numbers.
 Divide a unit fraction by a whole number or a
whole number by a unit fraction.
Students will know how to use tables and graphs to
reason about ratio relationships, and they explore
geometric representations of proportional
relationships by investigating the use of scale factors
to enlarge and reduce figures. They express
proportional relationships in multiple ways and
associate the multiple representations
interchangeably.
After completing the topic Understanding and
representing ratios, students will be able to
explore ratios using multiple representations;
recognize proportional change and distortion in a
variety of scenarios;
investigate measurement, scale factor, and ratios of
the dimensions of enlarged or reduced images to
determine attributes of proportional relationships;
represent proportional reasoning in multiple ways
and connect the representations;
Understand ratio concepts and apply ratio and
proportional reasoning in problem situations.

How do these desired results align with your class vision?

One key component of my class vision was tying specific skills into real-life experiences/situations. I believe this
unit/topic did just that by providing students with scenarios that could easily happen in their daily lives and having them
approach each situation mathematically. I brought in real grocery store receipts and students were able to practice using
estimation and rounding to add whole numbers to find totals. They were also to create a mural for the party they were
planning by using multiplication and factors of whole numbers to create the different dimensions and sizes of the mural.

I wanted students to have the opportunity to see how these skills/standards can be used in their daily lives outside of the
classroom since most students have difficulty relating things they learn in school with their experiences outside of
school.

How I explained it to my students: The four mathematical operations (addition, subtraction, multiplication and division)
are important in everyday life. In your previous math class, you learned about these operations. You can use them to
solve problems involving everything from decorating a gym to getting supplies for a party.
In this topic, you will become more fluent with operations with whole numbers as you help plan for a party. In your
planning, you will deepen your understanding of factors and multiples. And you will work with common factors, common
multiples, and exponents.
Later in this course, you will extend your understanding of operations with whole numbers to operations with fractions
and decimals.

Stage 2a: Assessment/Evidence

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Unit Plan (K-12) Template 4
Explain any performance tasks you will use (major projects and core task, i.e., common assessments):

Activity/Group project: In the section of this unit, working with whole numbers, students were put into groups and were
given the task of creating a skit.

Each spring, Maria's school holds an end-of-year celebration. The teachers and parents are planning a party. They
need input and help from the students. So Maria and some of her friends agree to serve on a committee to help plan the
party. The committee has been asked to help with:
decorations and prizes
promoting the event to the student body
determining some of the costs
The committee will have to purchase supplies and think about fair ways to distribute prizes. This work will involve
addition, subtraction, multiplication, and division of numbers.

Maria, Brad, Stella, and Gilbert go to the store to find prices of supplies and food. Maria and Brad will figure out costs.
Stella and Gilbert will use estimation to check whether their calculations are reasonable. The students need to review
how to estimate.

Students had to explain within their skit how to use estimation/rounding

And how they were going to use this for planning their party. Then,
students were given a problem they had to solve and act out the
solution for.(see below)

Maria and Stella look into prices for table rentals and find that tables
rent for $14.95 each. Each table seats 8 people and includes 8
chairs. The budget allows $435 for table rentals. How many tables
with chairs can they rent

Did you solve the problem the way Maria did? What are some other
ways to approach this problem?

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Unit Plan (K-12) Template 5
Explain other assessment evidence you will use: (quizzes, tests, prompts, work samples and observations):

Exit tickets: Exit tickets are given a minimum of three times per week.

Independent Class work assignments: These assignments are given every day.

Formative group tasks/activities: Given a minimum of once per week.

Questioning (informal): Daily, throughout every part of each lesson.

How do these assessments measure your students progress toward your classes big goal(s)?

Exit tickets are used as consistent measure of students mastery of the goals and objectives for that particular lesson. It
also is a tool that I used to create small group instruction to address misconceptions students may still have (re-teach).

Independent classwork assignments are given to students after the mini-lesson, modeling, guided lesson, and
group/peer-to-peer practice. Students are allowed to use their guided notes, graphic organizers, and practice
problems/examples provided during the guided lesson to help assist them during their independent work. Along with the
exit tickets, I use this to assess students understanding and mastery of that days goals and objectives.

I most commonly give formative group tasks/activities after weve spent a few lessons on a specific standard and I am
assessing students conceptual understanding and their ability to apply those skills to problem solving. These tasks are
important because they help me evaluate students learning, while still leaving time to work on concepts that students
are still struggling with, as well as time to build on the lessons idea during the rest of the unit.

I use questioning daily, during every portion of my lesson, because its a quick and non-invasive way of assessing
student understanding.

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Unit Plan (K-12) Template 6
 Stage 2b: Summative Assessment for this Unit
Create and/or copy/paste the summative assessment that accompanies this unit here. Note if you have created the
summative assessment for this unit in another file, you may zip the two files together to submit to the gradebook.

Explain how you have designed your assessment, so you can easily track mastery by objective. You may explain
this here or if its easiest to track changes in your assessment and explain why you organized it as you have,
please feel free to do so.

The two summative assessments for the topics will be uploaded in a separate PDF as an attachment.

The summative assessment was created by Agile Mind. Agile Mind is the online math curriculum that Baltimore City Public
Schools adopted in 2010 that all mathematics teachers are required to use with all of its resources. Our daily, weekly, and
monthly usage is tracked and monitored by our network leads and math field reps. The assessment data from the quizzes
and summative assessments are used by the City to calculate averages and norms. From these averages and norms, it
allows our district leaders to collaborate with teachers to create interventions and provide schools with resources to assist
our struggling students.

While I did not create this assessment, I can describe the design and set up of the assessment. Each assessment has two
components; a multiple-choice portion and a constructed response portion. The assessments werent created to measure
each daily objective but, importantly, it was created to show mastery of the CCSS/learning goals that were aligned to the
specific topic/unit. I like the way this company creates these assessments because they include different DOK items and
the reading levels vary with each question, allowing students to have access to different levels of questioning. It is also
easy to manipulate for my students that have IEPs. I can easily accommodate these assessments and modify the test to
satisfy all of those particular students needs while still giving them access to grade level material and assessments.
Catherine Walker stated in her text, Smart Tests, look for ways of asking and formatting questions that give students
opportunities to be as successful as possible (p.30). By providing students with accommodations, Im giving all students
an opportunity to be successful.

On the Agile Mind website that is categorized by networks within the city, it automatically organizes data that you can use
to track student mastery. Each student answer is automatically put into an excel document that is organized by students
names, question number, and is aligned to a specific standard(s). From there, I am able to track students mastery by
standard in an easy to decipher document. I have noticed that students earn most points on the constructed response
portion of the assessment because they have the ability to earn partial credit. Another reason I really like the agile mind
curriculum is because it provides PARCC like questioning and assignments that provide opportunities for students to
practice and have experience with these types of multi-dimensional items.

I have taken away a lot of information and resources from the readings provided for this weeks activities. I have always
graded students assessments and given them back and gone over the answers with students. I give students an
opportunity to do test corrections and earn extra credit but more importantly it is to see if students recognized their
mistakes and can correct them. From the reading, Ive learned the value of allowing students to self-reflect on how they
think they performed and how prepared they felt they were. Catherine Walker states Give students opportunities to reflect
on their own learning and their performance on tests. The information about what students know and how they think can
be valuable to teachers and parents (p.34). The student reflection sheet that was provided in the text, is a tool that I will
use in the future after my summative assessments to monitor feedback from my students.

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Unit Plan (K-12) Template 7
 Stage 3: Learning Plan

Learning Plan:

Suggested
Description Resources
assignment
Block 1 provides students with opportunities to represent Overview Guided
whole number operations with interactive drawing tools and Exploring "Working with practice
apply estimation and rounding strategies to compute sums and whole numbers" p1-5
products. p1-3
Block 1 SAS
Block 2 provides activities that engage students in analyzing Exploring "Working with Block 2 SAS
standard algorithms for division of whole numbers and making whole numbers" Q6a-c, 7-8
connections among them. p4-9
Block 2 SAS
Block 3 clarifies ways of representing remainders and provides Exploring "Working with Block 3 SAS
students with opportunities to practice and strengthen their whole numbers" Q4-5 and 6a-d
fluency, and verify that they are using division algorithms p10-12 Constructed
correctly. response, 1a-d
Block 4 introduces exponents and the Order of Operations and Exploring "Order of Block 4 SAS
provides an illustration to justify the order. Operations" Q7a-f, 8a-c,
p1-10 and 9a-b
Block 4 SAS Guided
practice
p6-7
Block 5 investigates decomposing large numbers by finding Exploring "Factoring Block 5 SAS
factors visually and numerically. Then, students extend the and prime factorization" Q7a-c
understanding to include strategies for finding and representing p1-10 Guided
the prime factorization of any whole number. Block 5 SAS practice
p8-9
Block 6 introduces the least common multiple (LCM) and Exploring "Using Block 6 SAS
students solve problems in a variety of contexts. common multiples and Q6a-f
factors"
p1-8
Block 6 SAS
Block 7 introduces the greatest common factor (GCF) and the Exploring "Using Block 7 SAS
Distributive Property. common multiples and Q7
factors" Guided
p9-14 practice
Block 7 SAS p10-14
Block 8 provides time for students to summarize what they Summary More practice
have learned in this topic and apply those learnings to new Constructed response, p1-10
problem-solving situations. 2a-d
Block 9 provides time for a topic level assessment. Automatically scored None

Suggested
Description Resources
assignment
Block 10 introduces proportional reasoning and explores Overview Block 1 SAS
distortion and proportion. Block 1 SAS Q1a-b, 2a-b,

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Unit Plan (K-12) Template 8
 and 3a-b
Block 11 introduces the representations of ratios and Exploring "Understanding Guided
students explore multiplicative change in a mixture scenario. ratio and proportion" p1-6 practice
Block 2 SAS p1-4
Block 2 SAS
Q8a-c and 9a-
c
In Block 12 students investigate multiplicative change in Exploring "Understanding More practice
other scenarios, using ratio tables, equations, and graphs. ratio and proportion" p7-10 p1-4
Block 3 SAS Block 3 SAS
Q5a-b, 6, 7a-
d, and 8
Block 13 investigates additive versus multiplicative change. Exploring "Representing ratio Block 4 SAS
Students explore equivalent ratios, proportions, and using and proportion" p1-3 Q6, 7a-d, and
scalar multiplication, also known as a scale factor, to create Block 4 SAS 8
proportional change.
Block 14 investigates equivalent ratios and proportional Exploring "Representing ratio Guided
change graphically and numerically. and proportion" p4-8 practice
Block 5 SAS p5-9
Constructed
response
1a-c
Block 15 provides time for students to apply what they are Constructed response 2 More practice
learning about ratios in a novel context. p5-11
Block 16 introduces additional strategies for finding and Exploring "Representing ratio Guided
using equivalent ratios and proportional reasoning. and proportion" p9-10 practice
Block 7 SAS p10-18
Block 7 SAS
Q3a-c
Block 17 is suggested for time to complete the Constructed Summary More practice
response as a classroom activity. Constructed response 3 p12-18
Block 18 provides time for a topic-level assessment. Automatically scored None

References

Walker, C. & Schmidt, E. (2004). Smart tests: Teacher-made tests that help students learn. Markham, Ontario, Canada:
Pembroke Publishers.

Teach For America. (2011). Instructional planning & delivery.

Retrieved from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4aVh5Wnd4aG8/view?pli=1

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Unit Plan (K-12) Template 9