MGE Unit Plan Template

EDMG 4401 – Lesson Segment (i.e. Unit Plan)

The purpose for this assignment is for students to bring together the ideas and content of the EDMG 4401 class
and other courses in their teacher preparation program in order to create a unit of mathematical study focused on
developing both conceptual understanding and procedural fluency through engagement in mathematical reasoning
and/or problem solving for one core topic in their field placement.
Complete this Lesson Segment in enough detail so that another teacher can replicate it. Type directly in this
document. Submit to Chalk & Wire.

Teacher Candidate Name(s) Aaron Newton and Michael Legg . Grade & GSE Unit 6th .
Title of Lesson Segment Rates and Ratios . Number of Days 5 .

LESSON SEGMENT DESIGN

Context for Learning

1. Context for Learning: Provide a brief description of your student population, including items such
as number; languages; SES; gender identity; funds of knowledge such as cultural resources,
academic, and other assets; and other key qualities that shaped your decision making in planning
the lesson segment. This should be a summary from previous work done analyzing your context for
learning.

I was placed in a public middle school and is home to 1,490 students ranging from the ages of 11 to 14.
The diversity at my current school is not as profound as my previous field placements. White students
make up the majority of the student population at 88%. Hispanics make up 7% of the population,
leaving the last 5% to Blacks and other races. The male-female ratio is roughly 48% female and 52%
male.
There is a very small amount of English language learners at the school. There is a total of 9
English Language Learners (ELLs) in the 6th grade, and only one ELL student in one of my classes.
There are inclusion classes spread amongst the grade levels, and each teacher has at least one inclusion
student in class throughout the day. In my first period, we have three inclusion students. We also have a
co-teacher available in first period. She is apart of the special and inclusive education department and
assists with my collaborating teacher helping out with all of the students. There is a low amount of low
socioeconomic students at my school. Only 17% of the entire school is considered a student that comes
from a low income household. I have selected my 3rd period class to teach for the 2 consecutive week
period. This class has a total of 27 students, and they are in an on level mathematics class. This class has
a range of students. There are 7 RTI students, and all of them are on tier 2 now. There will be meetings
in the next quarter to discuss their progress. We have 3 504’s in the classroom and two students that are
gifted. We also have 1 ELL in the class who is also an REP because of the language barrier.

Desired Results

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2. Central Focus: List important (enduring) understandings and core concepts for this unit. Address
what you want students to know when they have completed the unit.

Students will be able to understand ratio concepts and use ratio reasoning to solve problems at the
end of the unit. Students will also be shown real life examples of rates and unit rates (i.e. cost per
item, miles per hour, etc.) to show how they are represented in the real world.

3. State Standards: List one content standard most central to this lesson segment. List one practice
standard you will emphasize developing in this lesson segment.

MGSE6.RP.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.”

practice standard: 6 Attend to Precision

4. Objectives: Identify the knowledge and skills to be achieved. Each objective should include a
measurable verb, the content/skill stem, and support. Number these objectives so they can be
correlated with assessments in the table in “Learning Plan.”
1)Students will describe a ratio by writing a ratio three different ways (a:b, a/b, a to b)
2)Students will compare unit rates to determine which is the better value or deal.
3)Students will be able to formulate ratios in the form a/b and a:b.
4)Students will apply their knowledge of ratios to solve real world applications.

5. Academic Language: The language demands of a learning task include any of the receptive
language skills (e.g., listening, reading) or the productive language skills (e.g., speaking, writing)
needed by the student in order to engage in and complete the task successfully.
a. Language Functions: These are the measurable verbs embedded in your objectives, i.e.
analyze, determine, compare, etc. List the language functions for your lesson segment
here.
apply, formulate, compare

b. Vocabulary: List vocabulary that you will use in the lesson that has different meanings
across subject areas. Then list subject-specific vocabulary for your lesson here.

subject-specific: rates, ratios, unit rate

different meanings: units, item

c. Syntax: Describe how you plan to teach the rules, special forms, conventions, and/or
grammar associated with (academic) writing or speaking in the content area.

Students will learn how to formulate ratios in this lesson. They will learn how to write a ratio in
the form a/b and a:b. We will also talk about how we read both of the two forms. I will teach them
what words and phrases they should use (Ex. For every … we have …, rate of…, miles per hour).
Students will also learn that unit rate is an unit of measurement written over 1 single unit.

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Examples will be given like 50 miles per 1 hour and $15 for 1 shirt.

d. Discourse: Describe briefly instances in the lesson segment in which you will include
reading, writing, listening, and/or speaking tasks that serve to demonstrate an
understanding of the academic language you are teaching.

Throughout the lesson, I will stress to students that writing the units of measure is very
important. This goes for writing answers, reading texts or problems, and speaking. There
should always be units of measure listed with the value that is given.

Assessment Evidence

6. Pre-Assessment/Assessment of Prior Knowledge: How will you assess prior knowledge?

Challenge yourself to utilize an asset-orientation (rather than deficit-orientation) to what
understandings children bring that you can build upon. A deficit-orientation focuses on
misconceptions, partial understandings, and misunderstandings. An asset-orientation focuses on
what children know and can do (their “conceptions”), as well as their interests and wonderings.
a. Conceptions: What are some potential mathematical understandings related to the lesson
segment’s central focus that students may bring to the learning experience?

simplifying fractions, GCF, division and multiplication operations

a. Assess: Describe how you will determine students’ prior knowledge of essential concepts
and skills needed to be successful in this lesson.

There will be a CFA (common formative assessment) given to determine what the students
know about rates and ratios. This will cover equivalent ratios, unit rate, comparing unit
rates, and representing ratios in real world situations.

7. Formative Assessment: Formative assessments provide information needed to adjust teaching

and learning while they are still occurring and function as an understanding checkpoint that guides
future instruction decisions. This type of assessment can take place during or at the conclusion of a
learning activity or a lesson. The purpose is to monitor progress toward mastery of the skill being
taught.
a. Informal: Informal assessments monitor individual student progress during or after
instruction, but do not usually result in structured feedback. Briefly state when and how.

Students will be asked questions during the lessons to reflect on what they discovered.
Students will participate in class by answering questions or coming up to the board to solve
a problem.

b. Formal: Formal assessments are designed to provide individual feedback. They can occur
during or at the conclusion of a lesson or activity. Briefly state when and how.

On the second day of the lesson segment, the closing activity will be a 3-2-1 for students to
write down 3 things they learned, 2 things they found interesting, and 1 question that they

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have (or more questions). This will gauge how the lesson for day 3 will start, and will involve
answering the questions that the student have written down to clear any misconceptions or
something they need clarification on.

The third day will start with a fun formative assessment through a technology tool called
quizizz. Students will use their device or school computer to take this short little quiz to test
their knowledge of what they learned.

Students will take a quiz to show what they have learned about rates and ratios. This will
happen on the 4th day of the lesson segment. The next day is when we will go over the quiz
as a class.

8. Summative Assessment: Evaluates student learning at the end of an instructional unit by

comparing it against some standard or benchmark. The purpose is to demonstrate attainment of
the objective(s). Briefly state what/how and when.

Students will take a test over rates and ratios. This will be taken the next week after learning about
the concepts and tasks that we will be doing (Snack Mix Task, Save the Safari).

Learning Plan

9. Instructional Sequence: What learning experiences and instruction will enable students to achieve
the desired results? It is important that your activities clearly and logically build on each other.
In the table below, describe each of your learning tasks (activities) so that it is clear what the
students will be doing, that learning is taking place, and that the task is relative to the cited
objective(s). Each description will take several paragraphs, as in: (1) how will the lesson open; (2)
what will students investigate or work on; (3) how will this be wrapped up; (4) what key strategies
for differentiation will occur, and (5) what assessment actions will you conduct.
You may delete rows from the table.

Day Objective # Learning Activities Assessment(s)

1 1 Intro to Ratios questions

● discuss what makes up a ratio throughout
○ units of 2 different measurements the period
● examples of ratios
● writing ratios in 3 different ways
○ a to b, a/b, a:b
● we will discuss about how we should talk about ratios by always
including units of measurements
● Examples of sentence structures like “For every… there is … “
● think-pair-share, whole group discussions, creating ratios based
on people in class (i.e. boys to girls)

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2 2, 3, 4 Formulating Ratios and Unit Rate Ticket out the

● Students will be learning about rates and how they are related door (3-2-1)
to ratios
● writing unit rates as a/b, a:b, and a to b
● unit rates will be introduced
○ students will give their own definition of unit rates
based on problems they will do during the lesson
● examples of unit rates (mph, kph, cost per item, etc.)
● think-pair-share
● technology use for students (nearpod)

3 1, 2, 3,4 Snack Mix Activity quizizz

● Students will be making ratios with m&ms, pretzels, and
popcorn.
● A worksheet will be given for students to fill in the missing
ratios, rates, etc.
● They will work through the sheet making equivalent ratios of
different mixes of food
● Teacher will check to make sure they have worked through the
sheet and make sure their final mixture is correct
● Students can then make their own trail mix based on the recipe
that they were supposed to make

4 1, 2, 3, 4 Save the Safari Click

● This is a fun, online activity for students to “save the safari”.
Students will work through different tasks to unlock clues that
deal with rates, ratios, and unit rates. It is a way to wrap up this
week of lessons and challenge the students to problem-solve
and work with a partner to complete all tasks and save the
safari!

LESSON SEGMENT REFLECTION

Central Focus

10. Given the central focus, describe how the standards and learning objectives within your learning
segment address the use of mathematics concepts and the ability to apply standards for
mathematical practices.
The mathematical practice standard that was chosen for this lesson was attend to precision. This
standard worked on discussing using vocabulary relevant to the concepts. The students will use
appropriate terminology when referring to rates and ratios as mentioned in the standard. In this
lesson segment, students will be working on producing clear and precise language with other
students and through whole group discussions. They will have opportunities to have time to
formulate appropriate sentences through practice and sentence structures to make their reasoning
stronger and more mathematically valid.

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11. Explain how your plans build on each other to help young adolescents learn mathematics in an
appropriate balance of conceptual understanding, procedural fluency, and mathematical reasoning
and/or problem solving.
The first lesson is an introduction to ratios. This is when the students will learn what a ratio is, and
how it is similar to fractions. They will learn and be able to understand that ratios are a measure of
two different quantities and correspond with each other. This will bridge over into the second
lesson with formulating ratios. This will be built off of what they know about ratios and being able
to compare ratios to rates. Rates and unit rates will also be introduced and again compared to
ratios. Unit rates will heavily focused on and the students will be shown examples of how unit rates
are used daily. Students will build procedural fluency by working with rates and then problem solve
to find the unit rate by given a rate. The last two lessons, Snack Mix and Save the Safari, are a
chance for students to show what they know and work with hands on tasks. These two tasks
involves conceptual understanding, procedural fluency, and mathematical reasoning all at once.

Knowledge of Students to Inform Teaching

For each of the prompts below (12–14), describe what you know about your students with respect to
the central focus of the unit.

Consider the variety of young adolescent learners in your class who may require different
strategies/support (e.g., students with IEPs, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted students).

12. Prior academic learning, prerequisite skills, and understanding of the mathematical ideas related to
the central focus—What do these young adolescents know, what can they do, and what are they
learning to do?
RTI: Of the 7 RTI students, they are all capable of working with fractions. They all are also capable of
manipulating basic number sense and applying basic operations. Single step problems and critical
thinking problems prove difficult for this group. With this group we tend to provide supports such
as examples, pictorial representations, and small group attention.

504: Of the 3 504 students, they all are very gifted in math. They do show some concerns when it
comes to comprehending word problems. To assist with this, we will assist with reading problems
and also give support in the form of small groups in that they will be able to discuss the problems
with other students.

ELL: Our ELL student is a very bright young boy. Math is a universal language and he has had very
good schooling in the past from his home country. We do have issues communicating with him due
to his lack of english and our lack of spanish. We are supporting this student by using a translating
application that he can use throughout the school day.

13. Personal/cultural/community assets related to the central focus—What do you know about your
students’ everyday experiences, cultural backgrounds and practices, and interests relative to this
unit?
Many of our students are involved in video games. The one that is most popular with students
today is a game called fortnite. Inside of this game, students are dropped on a battlefield with 99
other players and battle until only one remains. They understand that they are 1 of 100 and that

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there are 99 other players. The game also includes game modes that allow you to be on teams of 2,
3, 4. The players understand that if there are 4 to a team, there are only 25 teams. They are using
ratios and don’t even realize that they are. We will be sure to include this inside of our discussions of
ratios and being specific in thinking.
We also have a students that likes to bake with his mother. She owns a baking business and he has
helped since he was young. He uses ratios without realizing it to double, triple, half, third, etc. This
we will also be sure to discuss in class.

14. Young adolescent developmental assets related to the central focus—What do you know about
your students’ cognitive, physical, and social and emotional development that impacted your
planning of this unit?
We know that adolescents work better when they are allowed to move and discuss different parts
of the tasks. We also know that adolescents need structure in the forms of discussion. To use this in
our lesson, we allowed for group work, guided discussions, probing questions, small group
discussions, and whole class discussions.

Supporting Student Learning

Respond to prompts 15–18 below. Consider young adolescents with IEPs, English language learners,
struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted
students needing greater support or challenge.

As needed, refer to the learning tasks in your unit and any instructional materials you might develop to
support your explanations. Use principles from research and/or theory to support your explanations,
where appropriate.

15. Explain how your understanding of your students’ prior academic learning and
personal/cultural/community/developmental assets (from prompts 12–14) above guided your
choice or adaptation of learning tasks and materials.
We made sure to incorporate small group instruction, small group discussion, large group
discussion, movement, and technology in our activities. The entire unit is a unit that builds on the
notion that students have an understanding of fractions and that they can accurately focus that
knowledge on representing proportions.

16. Describe and justify why your instructional strategies and planned supports are appropriate for the
whole class and young adolescents with similar or specific learning needs that you identified in your
Context for Learning.
Our instruction gives us a range of instruction. We will have whole group discussion, small group
exploration, small group discussions, and guided activities. This will be appropriate for the entire
class as all students will be given equal opportunity to engage with the standards. The different
students who have individual accommodations will be supported in that they will have assistance,
small groups, and guided activities to ensure that they have equal access to the material.
17. Describe how you identified and built upon student current ideas (conceptions) about or
experiences with the content focus, and or student curiosities about your content focus.
We started with students understanding of fractions and allowed them to formulate their own
definitions of what proportions are by allowing them to work through activities. We then use this to
have class discussion and articulate a class definition. This allowed the students to have a
relationship with the definition.

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18. Describe how you provided targeted support for use of vocabulary and/or symbols through the
Learning Activities.
The activities and discussion allowed for the introduction and clarification of of vocabulary as we
invented our own definitions and then related them to actual definitions. The students were also
able to see the relationship between fraction representation and proportional representation.

Monitoring Student Learning

19. Refer to the ideas for assessments you included in your unit. Describe how your planned formal and
informal assessments will provide direct evidence of young adolescents’ understanding of your
mathematical goals.
Having the students answer questions in class, will allow for us to determine whether or not they
are able to discuss their findings to others. This will also allow for us to plan further instruction.
By having a closing ticket, we will be able to see the key misconceptions of the individuals that may
have been missed in class work. This will be at the end of the 2nd day, so students should be able to
explain their thinking by then, if they are not able to, we will be sure to address that moving
forward.
The technology quizizz allows for a fun interactive way to get instant feedback over the students
individually. It allows students to have fun while also engaging with the material and allow for us to
provide further support moving forward.
The paper quiz that we will have on day 4 will allow for us to see the students show their work and
explain their thinking from the material covered that week. By this time, students should have
mastered the ability to explain and defend and represent their thinking. We will use this data to
assess the student achievement as a whole and as an individual to determine how effective the
teaching methods were. We will be going over this as a class so students will be able to see their
mistakes and misconceptions as well as allow us to see their thinking and arguments.
The summative assessment will be the final assessment over these topics. Students should be able
to defend their thinking. This will show the effectiveness of teaching strategies, and review tactics
and allow us to better prepare for future instruction.

EDMG 4401 Fall 2018 Lawler

Unit Plan 8 rev. 15 oct 2017