Students will be able to make decisions about which scenario is the better unit rate.

Students will go shopping to help better understand the meaning of a unit rate.

1 minutes

We have done several activities to support students being able to find a unit rate. I want them to not only be able to find a unit rate but also to use those unit rates to make decisions and comparisons. The entrance activity for today involves students working with a partner to find a strategy to solve the problem. Class discussions have worked well to help clear up confusion that students may have when solving problems. Hearing the perspective of other students and seeing the way another student solves a problem has been helpful in solidifying their understanding. This strategy allows students to practice **MP 1** and **MP 4** as they solve the problem. Working with a partner, students will create a strategy or pathway to solve this production problem: In Godzilla movies, a 60-inch tall model is used to represent an 80-foot tall monster. If they use a 36-inch tall building model, how tall will the building actually appear in the movie? Be ready to share out in 3 minutes! As students share, I will make it a point to help create understanding of the reasoning used by asking questions like, “Did you try a different way? Why didn’t that work?” After two groups present, I will ask for different strategies or pathways so that we don’t spend the entire time looking at the same problem-solving model.

1 minutes

Students will work on the handout, “Which One’ to make decisions about which store has the better buy for each item. I want students to work on the handout individually because I need to know what they know and can do one their own. The introductory problem where they worked with a partner was good in providing support, if needed. With this activity, I want to know what each student actually knows. Once they have finished the handout, we can have a whole class discussion using the Four Corners strategy. The Four Corners strategy is a good activity to help guide student discussion and thinking through an activity. In each corner of the room there is a sign that says either, “Strongly Agree”, “Agree, “Disagree, “Strongly Disagree. I will tell students to hold their handouts in their hands. I will ask if Crazy Quick has the better price for eggs. If they strongly agree, students should go to that corner. If they agree, they should go to that corner and so on. Once students have gone to the corner they choose, they have two minutes to prepare their support for the answer. Part of the discussion will include why they agree, disagree, and so on. Students who are undecided will have the opportunity to explain their indecision and receive support for making a determination. I will ask about each item to give students the chance to justify each of their decisions.

1 minutes

To end the lesson, students will respond to an exit ticket prompt. The prompt is: Describe a situation when knowing the difference between two rates is important. Explain how to make a decision about the difference you described. Give an example if possible. I can use the exit ticket to assess student understanding of the process. If they are able to provide an explanation, we can move forward. If there is any confusion, we can work on clearing up confusion and creating understanding for students as needed. As I review their responses, I am looking for a coherent example-were they able to create an example that shows the difference between two rates? I am also looking for the justification they provided in the answer. Was the answer based on evidence or am I reading a guess?