Richland Parish School Board – Superintendent: Sheldon Jones



Scope of lesson plan:Lessons 1-5Teacher name:Grade:6Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: RatiosLong-term Targets:(Common Core standards addressed)6.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.”6.RP.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 target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students understand that a ratio is an ordered pair of non-negative numbers, which are not both zero. Students understand that a ratio is often used in lieu of describing the first number as a multiple of the second. Students use the precise language and notation of ratios (3: 2, 3 to 2). Students understand that the order of the pair of numbers in a ratio matters, and that the description of the ratio relationship determines the correct order of the numbers. Students conceive of real-world contextual situations to match a given ratio.Agenda(Activities / Tasks)1. Classwork A. Example 1 (15 minutes) B. Example 2 (8 minutes)C. Discussion (4 minutes) D. Exercise 1 (2 minutes)E. Exercise 2 (10 minutes)2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 49 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)The first two lessons of this module will develop the students understanding and definition of the term ratio. A ratio is always a pair of numbers, like 2:3, and never a pair of quantities like 2 cm : 3 sec. Keeping this straight for students will require consistently correct use of the term ratio. It will require keeping track of the units in a word problem separately. To help distinguish between ratios and statements about quantities that define ratios, we use the term ratio relationship to describe an phrase in a word problem that indicates a ratio. Typical examples of ratio relationship descriptions include, “3 cups to 4 cups,” “5miles in 4 hours,” etc. The ratios for these ratio relationships are 3:4 and 5:4, respectively. TUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: RatiosLong-term Targets:(Common Core standards addressed)6.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.”6.RP.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 target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objective s: Students reinforce their understanding that a ratio is an ordered pair of non-negative numbers, which are not both zero. Students continue to learn and use the precise language and notation of ratios (3: 2, 3 to 2). Students demonstrate their understanding that the order of the pair of numbers in a ratio matters.Students create multiple ratios from a context in which more than two quantities are given. Students conceive of real-world contextual situations to match a given ratio.Agenda(Activities / Tasks)1. Classwork A. Exercise 1 (7 minutes) B. Exploratory challenge (30 minutes)2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 47 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)The first two lessons of this module will develop the students understanding and definition of the term ratio. A ratio is always a pair of numbers, like 2:3, and never a pair of quantities like 2 cm : 3 sec. Keeping this straight for students will require consistently correct use of the term ratio. It will require keeping track of the units in a word problem separately. To help distinguish between ratios and statements about quantities that define ratios, we use the term ratio relationship to describe an phrase in a word problem that indicates a ratio. Typical examples of ratio relationship descriptions include, “3 cups to 4 cups,” “5miles in 4 hours,” etc. The ratios for these ratio relationships are 3:4 and 5:4, respectively.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Equivalent RatiosLong-term Targets:(Common Core standards addressed)6.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.”6.RP.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 target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives:Students develop an intuitive understanding of equivalent ratios by using tape diagrams to explore possible quantities of each part given the part-to-part ratio. Students use tape diagrams to solve problems where the part-to-part ratio is given and the value of one of the quantities is given.Students formalize a definition of equivalent ratios: Two ratios ?:? and ?:? are equivalent ratios if there is a positive number, ?, such that ? = ?? and ? = ??.Agenda(Activities / Tasks)1. Classwork A. Exercise 1 (5 minutes) B. Exercise 2 (15 minutes)C. Exercise 3 (7 minutes) D. Exercise 4 (7 minutes) 2. Closing and Assessment A. Closing (4 minutes) B. Exit ticket (5 minutes)= 43 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Lessons 3 and 4 explore the idea of equivalent ratios. Students read about or watch video clips about situations that call for establishing an equivalent ratio. Students discuss and model the situations to solve simple problems of finding one or more equivalent ratios.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Equivalent RatiosLong-term Targets:(Common Core standards addressed)6.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.”6.RP.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 target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives:Given a ratio, students identify equivalent ratios. Students use tape diagrams and the description of equivalent ratios to determine if two ratios are equivalent. Students relate the number, ?, in the description of equivalent ratios to the tape diagrams they’ve been using to find equivalent ratiosAgenda(Activities / Tasks)1. Classwork A. Example 1 (7 minutes) B. Exercises 1 (20 minutes)C. Exercises 2 (8 minutes) 2. Closing and Assessment A. Closing (5 minutes) B. Exit ticket (5 minutes)= 45 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Lessons 3 and 4 explore the idea of equivalent ratios. Students read about or watch video clips about situations that call for establishing an equivalent ratio. Students discuss and model the situations to solve simple problems of finding one or more equivalent ratios.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Solving Problems by Finding Equivalent RatiosLong-term Targets:(Common Core standards addressed)6.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.”6.RP.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 target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Daily Objectives: Students use tape diagrams to find an equivalent ratio given the part-to-part ratio and the total of those quantities. Students use tape diagrams to find an equivalent ratio given the part-to-part ratio and the difference between those two quantities. Students make the connection between the constant, ?, in definition of equivalent ratios and the value of the unit in the tape diagram used to solve ratio problems.Agenda(Activities / Tasks)1. Classwork A. Example 1 (10 minutes) B. Example 2 (10 minutes)C. Exercises 1 (16 minutes) 2. Closing and Assessment A. Closing (8 minutes) B. Exit ticket (5 minutes)= 49 minutes instructionResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)WorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Students develop fluidity in using multiple forms of ratio language and ratio notation. They construct viable arguments and communicate reasoning about ratio equivalence as they solve ratio problems in real world contexts. ................
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