Lesson: Proportional Relationship Problems: Test Taking Strategies
SWBAT identify the total price when given the unit cost
Materials Needed: DN worksheet, white board, dry erase markers, Example Problem, GP worksheet, IND practice worksheet
Vocabulary: unit cost, total cost, division, multiplication, input, output, guess, check, solve
Do Now (2 - 3 min): Teacher gives each student a copy of the DN worksheet. Students should complete the worksheet quickly and quietly.
Opening (2 -3 min): Teacher reviews the answers to the DN worksheet. Teacher says, “Today we are going to think about unit cost and total cost. We are going to solve a set of problems that will help us understand the lesson coming up on input and output tables. By the end of today’s lesson, you will be able to identify the total cost when given the unit cost.”
Direct Instruction (10 - 12 min): Teacher posts the Example Problem on the board and says, “If we read this problem, we think to ourselves…wow, they gave us most of the answers already! We already know the unit cost by looking at the table, and we already know how many units need to be purchased. The only thing left to do is find out how much it cost if you buy 60 minutes of parking time! Really, this problem is not so hard! If you were thinking this, you would be right. This problem is not so hard, but it can actually get tricky because you are given a lot of information and it is important to keep the information straight.”
Teacher writes the following on the board:
Step #1: Identify the unit cost
Step #2: Identify what the problem is asking
Step #3: Extend the table to solve
Teacher says, “ So that we don’t get our information confused, we are going to follow these three steps. First, we are going to identify the unit cost. Look at the table; what is the unit cost for parking for 6 minutes? [5 cents] Very good, it cost 5 cents to park for 6 minutes, and what is the problem asking us to do? [Find out how much it costs to park for 60 minutes] Excellent, and how are we going to find out how much it cost to park for 60 minutes, what is step 3? [Extend the table] Awesome, we are going to extend the table, using all of the information that we have been given.”
Teacher continues, “When you look at the table, you know that it cost 5 cents to park for 6 minutes. How much does it cost to park for 12 minutes? [10 cents] Right, it cost 10 cents and that makes sense because 5+5 is 10 and 6+6 is 12. Now, if you look down the table, you are just adding 5 every time we are talking about the cost and you are adding 6 every time we are talking about time. So, look at the last row in the table, it cost 25 cents to park for 30 minutes. If we want to find out how much it cost to park for another 6 minutes, we will add 6 to 30 to get 36. We know that we add 6 when we are talking about the time, what do we add to the cost column every time?  Right, so when we extend the table, we see that it will cost 30 cents to park for 36 minutes. We want to extend this table to figure out how much it cost to park for 60 minutes, so we keep repeating this process until we get to 60.”
Teacher should continue to extend the table, adding rows and thinking out loud so that the students understand why the teacher is adding 5 to the cost column and 6 to minutes column every time.
Teacher continues, “Now, I have extended my table and I can clearly see that it will cost 50 cents to park for 60 minutes. I know that you all might think that step 3 takes a lot of time, but if I take the time to extend the table, then I know for certain that my answer is right. So it is worth the time it takes to not make a silly mistake. Now, I am going to break you into groups and let you practice a similar problem together before you do one on your own. Remember to take your time and follow all three steps. Raise your hand if you have a question.”
Guided Practice (10 -12 min): Teacher gives each math group a GP worksheet and circulates the room to answer any questions. When most students are finished, the teacher reviews the answers to the problem by modeling steps 1, 2, and 3 on the board, making sure to highlight the importance of each step.
Independent Practice (10 min): The teacher hands out the IND Practice worksheet. Students are asked to complete the worksheet independently and turn it in.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|IND leson 11 Classwork|
|GP lesson 11 Classwork|
|EX lesson 11 Exemplar|
|DN lesson 11 Starter / Do Now||