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# Performance Task (2 days)

Lesson 25 of 25

## Objective: SWBAT apply their understanding of ratios and rates.

#### DO NOW (day 1 and 2)

*15 min*

**Day 1: Methaphorical Duel**

In this do now problem, I’m going to have students demonstrate their flexibility in thinking by using a tool called metaphorical duels (Math tools, 2012) Methaphorical duels increases flexibility in thinking, reasoning and precision in communication of ideas. Students will be required to pick which metaphor they most identify with then justify their answer in writing. Students will then share their responses with other students to compare ideas.

The Metaphorical Duel I will be using is this: Are percentages more like money or more like probabilities? Both of the concepts are familiar to students. There is no right/wrong answer. Student justification will determine the strength of their opinion. (**MP2 and 3)**. I chose this metaphorical duel because it requires students to think outside of the box. They also need to convince me that their metaphor makes the most sense which is a strategy used in MP 3.

**Day 2: Cinquains**

Time: 15 minutes

For day 2, do now, I’m going to have students create their own Cinquain (Math Tools, 2012). Cinquains are used in poetry and they make connections in a creative way. Today we are going to make a math Cinquain and the topic is ratio.

Two adjectives:

Three action verbs (“ing”)

Four-word sentence or phrase

One-word conclusion or summary

**FOR EXAMPLE:**

Ratio

Useful, easy

Comparing, multiplying, dividing

Used to compare quantities

Fractions

It will be a good idea to have a cinquain ready for the students to see. Additionally, I would make one with them so they get a good feel for how this should work. Allow time for students to share their mathematical poetry

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#### Performance Task (2 days)

*60 min*

Students will be creating a pizza recipe and planning the ingredients to make pizza for 12,60, and 240 students. Students will be using unit prices for the ingredients, preparing a budget, and calculating the cost to feed varying numbers of people. Using ratio/rate language, each student writes a proposal to persuade the cafeteria manager to use his/her recipe. Students may work in small groups, but all written work must be completed independently to assess student learning. All work should be done during class. If students do not finish, they will be taking their final assessment the following day and can finish after the test. All work should be graded when the task is completed.

Task 1: Cost to make Pizza (Day 1)

Task 2: Cost to feed 12, 60, 240 students (Day 1 and finish Day 2)

Task3: Proposal to the cafeteria manager (day 2)

Before students begin working on this project, remind them to use their notes if they get stuck and to use a diagram or table to keep track of the information. Also, have the students pay attention to the labels as some ingredients are being measured in ounces while others are being measured in pounds.

In order to determine mastery, students will be able to demonstrate a thorough understanding of computing unit costs and costs for multiple servings and displaying the information in a table. Additionally, their writing will demonstrate a strong use of mathematical language, will be organized, and will be convincing, clear and focused.

Students that are performing at grade level will show minor errors in computation but these errors do not interfere with overall accuracy. The writing portion is focused and clear. Mathematical language is used correctly and their argument is convincing.

Struggling students will demonstrate a weak understanding of ratios and unit rates. Their table is unclear and there are many mathematical errors. Their proposal has limited mathematical language and it is difficult to follow. Their argument is ineffective and does not support the evidence given.

Student letters will be collected for a grade and be used as evidence of student learning.

#### Resources

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#### Closure (Day 1 and 2)

*10 min*

Day 1: After the first day of working on this performance task, I’m going to have students take some time and make a list of the things they will need to do to complete the tasks for tomorrow. This will give the students some down time and gather their thoughts for the next day. I will also be taking any questions about concepts they are concerned about from today and any questions they may have about tomorrow’s task.

Day 2: I’m going to be letting the students use this last 10 minutes to put the finishing touches on their performance task including the letter. I will advise students to re-read what they wrote to make sure it makes sense. I will ask them to edit their work along with reading for mathematical understanding and the language used.

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*I did this task with my classes and it proved to be a bit more than they could handle and took more than 2 days. I too wish I had read the reflection prior to giving them the task to do. Most of the students were able to find the unit prices but when calculating for the various number of people I had to remind them to look at the cost of 1 pizza first. I am interested to know how you graded this. I am checking for correct calculations but how did you score it? Do you have a rubric that you used? When you looked at the writing piece did you only look to see that if included the information required or did you use ELA standards? Curious what others are doing. I wanted to use this for my bulletin board but I am not sure yet. Suggestions | 10 months ago | Reply*

Hi! I'm a 1st year teacher. I just completed this with my 6th grade classes! They are advanced. I haven't graded them yet but I watched them closely as they worked. Here are some comments:

I wish I had read the teacher reflection on the performance task. I had all of the same problems with my students. I expected them to read the directions and they did not, so next time I would read the directions out loud with them beforehand. I also didn't realize this would be so hard for my students. It's probably because the level of critical thinking required is very high. They have to figure out what number their looking for, and how to get it. I definitely did this too early for my students, but I don't think it was completely useless. It gave me a chance to see where they were struggling and stop to give them one-on-one instruction. I used green/yellow/red cups for them to let me know when they needed help. We will need to go back and review carefully, but I think that this challenge early on will have them expecting to work hard for the rest of the year. The only change I made was instead of task 3, I gave them the choice of making a poster to advertise. (Mostly because I needed student work for open house!)

Thanks for the lesson!! I loved it.

| 3 years ago | Reply

Hi! I'm a 1st year teacher. I just completed this with my 6th grade classes! They are I haven't graded them yet but I watched them closely as they worked. Here are some comments:

I wish I had read the teacher reflection on the performance task. I had all of the same problems with my students. I expected them to read the directions and they did not, so next time I would read the directions out loud with them beforehand. I also didn't realize this would be so hard for my students. It's probably because the level of critical thinking required is very high. They have to figure out what number their looking for, and how to get it. I definitely did this too early for my students, but I don't think it was completely useless. It gave me a chance to see where they were struggling and stop to give them one-on-one instruction. I used green/yellow/red cups for them to let me know when they needed help. We will need to go back and review carefully, but I think that this challenge early on will have them expecting to work hard for the rest of the year. The only change I made was instead of task 3, I gave them the choice of making a poster to advertise. (Mostly because I needed student work for open house!)

Thanks for the lesson!! I loved it.

| 3 years ago | Reply

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