Show what you know about rates

3 teachers like this lesson
Print Lesson

Objective

SWBAT: • Show what they know about rates.

Big Idea

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

Do Now

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.

Quiz Review

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.

Quiz

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.