SWBAT:
• Show what they know about rates.

What do students understand? What gaps do they have in their understanding? Students review and take the quiz.

5 minutes

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to think about the difference between a ratio and a rate. I want students to understand that a ratio is a way to show a relationship between two amounts. A rate is special type of ratio that shows a relationship between two measurements.

10 minutes

Before students take their quiz, they work with a partner on this problem. I want students to be able to use math reasoning to show that the student who runs 8 miles per hour is faster. Some students may turn both rates into miles per hour. Other students change both rates into minutes per mile.

As students work, I walk around and monitor student progress. With a few minutes left, I ask students to show and explain their work under the document camera. I have a few students who used different strategies come up and show and explain their work under the document camera. I ask the class for questions and comments on the student work. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others**.

35 minutes

For this quiz I used a couple of different resources. My school has a membership for www.testwiz.net. This website has a very extensive item bank of Common Core questions. I search by standard and make modifications as necessary. Also, my school has subscription for the assessment bank for the College Preparatory Mathematics curriculum. The bank has a wide variety of rigorous multiple choice and open-response questions. See www.cpm.org for more details.

I give students the **Quiz.** Students engage with **MP1: Make sense of problems and persevere in solving them**. If students do not finish in the allotted time, they set up a time (preferably that day) to come in and complete it. I use this data to inform my instruction. If students struggle with a concept, I will spiral it into do nows and homework assignments. I may also add a few problems on that topic to the next quiz.