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Halifax County Schools: District Lesson Plan NC Teaching Standard #1: Use data to organize, plan, and set goals to meet the needs of all students NC Teaching Standard #2: Teacher encourages an environment that is inviting, respectful, supportive, inclusive, and flexible. Teacher recognizes the influences on a child’s development, personality & performance.NC Teaching Standard #3: Teacher investigates the content standards. Teacher develops and applies strategies to make the curriculum rigorous & relevant for all students; relates content to other disciplines. TeacherMs. Shanell JamesGradeSixthSchoolWilliam R. Davie S.T.E.M AcademySubjectMathematicsTime Slot90 minutesDatesSeptember 5th -8th, 2017Standard6.RP.1-Understand the concept of 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.3-Use ratio and rate reasoning to solve real-world and mathematical problems. Ex., 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 the tables to compare ratios.Performance (P)NA for MathematicsAcademic Concepts (nouns/noun phrases)(What students Must Know)Academic Skills (reasoning verbs)(What Students Must be able to Do)Context (In what textual framework or structure?)Students must know a ratio compares two quantities using divisionStudents must know ratios compare a part to a part, a part to a whole or a whole to a part.Student must know a ratio is a quantitative relationship between two amounts showing the number of times one value contains or is contained within the other.Student must know equivalent ratios name the same comparison.Students must know a ratio is stated in a specific format; a/b, a to b or a:b.Students must know equivalent ratios have the same meaningStudents must know how create equivalent ratios by multiplying or dividing both sides by the same number; similar to creating equivalent fractionsStudents must know a ratio is in the simplest form. Describe a ratio as a/b a to b or a:bFind equivalent ratios by multiplying or dividing each quantity by the same non-zero number.Determine equivalent ratiosCompare equivalent ratios to find missing values in a tableDetermine equivalent relationships between ratiosDiscussionsIllustrationsPowerPoint PresentationStudy IslandGuided DiscoveryNote-TakingWorksheets (Handouts)FoldableGameAcademic Vocabulary (Tier 1, Tier 2, Tier 3) Essential Teaching Points (List full sequence of daily lesson Chunks; Daily instructional chunks will need to posted.) (Use Tulare County Bookmark & wiki- to assist with the unpacking and listing of teaching points.)Tier 1Tier 2Tier 3FractionsSimplifyRatiosWriteEquivalentEquivalent RatiosRatio languageRatio Relationships Tuesday- 6.RP.1Chunk #1- Understand the concept of a ratioDefine a ratioExamine what a ratio looks like; expressing the first term compared to the second termExpress ratios in three waysCompare two quantities using part-to-part, part-to-whole and whole-to-partGuided practice in simplifying ratiosExplain and Model- Teacher will guide students into review of simplifying fractions. Teacher will then provide the PowerPoint presentation with the structured notes. Teacher will launch this lesson with a real-world example, comparing oat pieces to marshmallows in Lucky Charms. Teacher will explain and model that ratio is a comparison of two numbers or quantities. Teacher will use anchor chart to emphasis the first term is compared the second term in an expression or situation. In addition, teacher will inform students that ratios are expressed in three ways; using a colon, language and as a fraction. Hence fractions are examples of part-to-whole ratios. Teacher will provide multiple examples of ratios; for example, the number of girls in the class (12) to the number of students in the class (28) is the ratio 12:28 or 3:7. Once students have these skills reinforced, we will then ask them to write ratios in three ways and in simplest terms (partner and independent). Further, teacher will ask students to compare part to whole and then explain in everyday language what terms like 1 out of 5 mean. A class work assignment will be provided in this lesson to be as a guide for simplifying ratios and expressing ratios. Wednesday- 6.RP.1Chunk #2- Use ratio languageUse the specific formats to express ratios; a:b, a to b, and a/bPractice using the phrase “For every_______, there are _______”Explain and Model- The lesson will begin with a review of how to write ratios . Teacher will use the three ways to write ratios to illustrate the relationship between two quantities. Teacher will then guide students in writing ratios in sentence form. Teacher will launch the lesson with a video and a PowerPoint that uses ratio language. Students will fill in numerical values using a scaffolded worksheet and will write these as basic ratios. Then, a mini-lesson will help students to use the phrase “for every” as a way to replace our ratio symbols. Teacher will ask students to write these statements with for every in between the two comparing topics, and in the beginning of a sentence. The class work will continue with more practice like this, along with the summary and assessmentThursday- 6.RP.3Chunk #1- Solve ratios using Tape DiagramsReview the three ways to write a ratioIllustrate what a tape diagram looks likeConnect tape diagrams and ratiosModel examples of ratios using the Tape Diagram strategyExplain and Model- Teacher will begin with a review of what a ratio is and have students identify various ratios for a given situation. Teacher will play a short video that showcases ratios in use in everyday life. There is an overarching question that is introduced before the mini-lesson that can be solved using the tool they learn today: tape diagrams. Teacher will show students how tape diagrams are created based on information in a problem. The teacher will then guide students in a practice session for a heavily-scaffolded worksheet to fill in and later create tape diagrams. Teacher will align the classwork with the PowerPoint. At the end of the lesson, for the exit ticket, teacher will ask students to revisit the problem introduced before the mini-lesson and solve it using the tape diagram tool. Friday-6.RP.3aChunk#1- Make tables of equivalent ratios by finding missing valuesDefine equivalent ratiosWrite the equivalent ratios in a tableIdentify what values are missingCompute equivalent ratios; multiplication or divisionExplain and Model- Teacher will lesson begin with a review of the ratios for Abby and Zack’s orange paint. Afterwards, teacher will play a short video that showcases ratios in use in everyday life showing the quantities in recipes with equivalent share the same values. There will be an overarching question that is introduced before the mini-lesson that can be solved using the tool they learn today, ratio tables. Teacher will show how ratio tables are created based on information in a problem. Ask students to find equivalent ratios and represent them in table form initially. Have students realize that tables present a direct approach and perspective on the relationship between equivalent ratios. Teacher will provide guided practice with intervals for independent practice as well practice. At the end of the lesson, for the exit ticket, students revisit the problem introduced before the mini-lesson and solve it using the ratio table tool.Anchor Charts for: (What concepts/skills or algorithms)Writing ratiosCreating Equivalent RatiosInstructional Materials (whole group)YouTube VideosPowerPoint Presentation (including visual representations aligned with the concepts of writing ratios)Handouts for class notes and classworkMath Journals/ NotebooksAnchor ChartsStudent Engagement(Differentiated Instruction/tasks; Use of supplemental technology; small group materials)Below Level (Data-driven)At-Level (Data-driven)Above Level (Data-driven)Complete classworkSmall Group/ Workstation(s)Complete classwork; leveled worksheetsSmall Group/Workstation(s)Complete classwork, leveled worksheets and advance calculationsSmall Group/ Workstation(s)Exceptional Children (EC) (IEP/Accommodations) Other (Essential Questions; Theme; Content IntegrationEssential Questions: How does a ratio describe the relationship between two quantities? What is the connection between a fraction and a ratio?HOT questions: Can you draw a picture to prove that? What strategy did you use? Tell me everything you know.Assessment BlueprintFormative assessment, written responses, oral responses, exit ticket, ratio matching game aligned to content:What are the three methods/ ways to represent ratios?How do we know when to express situations using ratios?How do I determine equivalent ratios?What operations should I use to create equivalent ratios?How can I express ratios in direct mathematical questions or real-world situations?What measure or steps should be taken in reasoning the pattern or ratios in tables?What axes should my first quantity/ measurable element be graphed?“Building Capacity Feedback“ (Facilitated by (√): Principal _____ Coach ______ Peer ______ Other ______ ) Date of Review: _________________________Guiding Question: Are the selected elements of NC Prof. Teaching Standards listed above as #1, #2 & #3 obviously stated in this lesson plan design? Place a check mark beside observed evidence in the lesson plan and fill in the following blanks accordingly: Yes, fully evidenced ___; Vaguely evidenced #___; Inadequate evidence # ____; Teaching Points are logically sequenced for instruction: Adequate ___ Inadequate ___ (Comments may be written on back of lesson plan.) ................
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