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# Review of Rates and Unit Rates

Lesson 16 of 25

## Objective: SWBAT solve rates and unit rates both mathematically and in real-word situations.

#### DO NOW

*10 min*

Explain in words how to use a ratio table, double number line, and tape diagrams to solve rates and unit rates.

Give students time to work on this question. When they are done, have them find a partner to share their thoughts. Remind students that when they are working in pairs to make eye contact, speak clearly, and listen carefully.** (This supports ELA with speaking and listening and also SMP 3 by justifying their answer.) **

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#### Numbered Heads Together

*60 min*

The students will be working on reviewing for their test using Numbered Heads Together. They will be using visuals to help set up their problems. Using a visual is also a good way for them to be able to speak mathematically to support their answer. I’m adding a twist to this review. I like the students to have fun while doing math. So, after the students show me their answer, they will get the opportunity to come up to the basket and shoot the basketball. For this activity, I will be keeping score. So if they get the question right and make the basket they will get 2 points for their team. I rotate through each student at the table so everyone gets a chance to play. If they don’t get the answer correct, I still allow them to shoot the basketball. I like to do this because it has high student interest. It makes them focus more on the questions because they want to win the game.

**I have a Nerf basketball hoop in my room. It’s attached to my white board**. If you do not have something like that, you can always crumple up a piece of paper and shoot it into the waste basket.

Numbered Heads Together supports mathematical practices 1,2,3,6.

**SMP1: Students need to make sense of the problem and find a starting point**

**SMP2: Students need to know what the numbers mean.**

**SMP3: Students will be justifying their answers**

**SMP6: Students will be speaking mathematically to make sense of the problem.**

Students may have difficulty with the dozen problems. The question says 1 dozen and students may see this as needing to use 1 as the value, when they really need to be using 12. If you see students doing this, ask them how much does 1 dozen represent?

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#### Closure

*15 min*

Address any student concerns that still remain after this review. If students are doing fine, then give them the study guide to prepare for their assessment. Remind them that the assessment will be open-ended and they will need to represent their work visually.

#### Resources

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##### Similar Lessons

Environment: Urban

Environment: Urban

- LESSON 1: Introducing Ratios!
- LESSON 2: Introducing Ratios - Stations
- LESSON 3: Writing Ratios the Right Way!
- LESSON 4: Writing Ratios the right way - Stations
- LESSON 5: Making Equivalent Ratios!
- LESSON 6: Equvalent Ratios Again!
- LESSON 7: Real-World Ratios Day 1
- LESSON 8: Real-World Ratios Day 2
- LESSON 9: Ratio Review for 6.RP.1, 6.RP.3a, 6.RP.3d
- LESSON 10: Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d)
- LESSON 11: Making the Most of Rates and Unit Rates!
- LESSON 12: Understanding Rates and Unit Rates Stations Activity
- LESSON 13: Using Rates
- LESSON 14: Are You a Good Consumer?
- LESSON 15: Using Rates Stations
- LESSON 16: Review of Rates and Unit Rates
- LESSON 17: Rates and Unit Rates Assessment
- LESSON 18: Scale Drawings
- LESSON 19: Constant Speed
- LESSON 20: Give me 100%.
- LESSON 21: Percents and double line diagrams and tape diagrams (Day 1)
- LESSON 22: Visually representing percent word problems (Day 2)
- LESSON 23: Solving Percent Problems (Day 1)
- LESSON 24: Solving Percent Problems (Day 2)
- LESSON 25: Performance Task (2 days)