Objective

Do Now

Review Stations

Closure

Unit 5 Review Stations

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Objective

SWBAT: • Create and describe a ratio between two quantities • Calculate a unit rate • Use rate reasoning to solve problems • Use ratios to convert measurements • Find a percent of a quantity as a rate per 100

Big Idea

If the stores have equivalent prices, what do you know about n? Students review for the Unit 5 test by completing stations.

Lesson Author

Andrea Palmer

Somerville, MA

Grade Level

Sixth grade

Subjects

Math

Percentages

Number Sense and Operations

proportions

Fractions

Standards

6.RP.A.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

6.RP.A.2

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." (Expectations for unit rates in this grade are limited to non-complex fractions).

6.RP.A.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.A.3a

Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.A.3b

Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? (Combine and relabel).

6.RP.A.3c

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. (Combine and Relabel)

6.RP.A.3d

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

MP1

Make sense of problems and persevere in solving them.

MP2

Reason abstractly and quantitatively.

MP6

Attend to precision.

MP7

Look for and make use of structure.

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. Here I want students to think about what they have learned throughout the unit. I have students share out with the class.

Review Stations

30 minutes

Reviewing and Correcting Rates Quizzes

Notes:

Before this lesson I use quiz data to Create Homogeneous Groups.
I will start off working together with these students to focus on topics in the review that they need help on. I may omit some problems for these students so that they can focus on quality, instead of quantity.

There are many ways to do stations. Today I Create Homogeneous Groups. I identify which stations groups need to focus on first. I set out the copies of the stations throughout the room. I Post a Key for each station somewhere in the classroom. I review expectations for the day.

Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, and MP6: Attend to precision. Groups can move at their own pace, each time they complete a station, they check in with me. I quickly scan the work. If they are on track, I send them to check their answers at the key. If I see repeated mistakes I circle the problems and have them return to work on them. Once they have successfully completed a station, they check it off on their To Do List and move on to another station.

At the end of the work time, I hand around several staplers for students to staple their completed station worksheets together.

Closure

15 minutes

For Closure I show them the two rates. I explain that Hidden Sweets charges $0.50 per ounce of candy and Sugar Heaven charges $ n for each pound of candy. I ask students what they know about n if both stores have equivalent prices. Students participate in a Think Write Pair Share. I call on students to share out their ideas. I want students to remember that there are 16 ounces in one pound. If they forget that fact, I tell them. Therefore, Sugar Heaven must charge $8 per pound. Students are engaging in MP7: Look for and make use of structure.

Then I present a second situation. I tell students that Sugar Heaven’s price is 10% cheaper than Hidden Sweet’s prices. What must n equal if this is the case? Again students participate in a Think Write Pair Share. I call on students to share out their ideas. Some students may take the equivalent rate of $8 per pound and take 10% off. Other students may start with the cost of $0.50 per ounce and take 10% off and then find the price per pound.

Students pass in their completed station work. For Homework, I tell students that they need to complete the stations that they did not finish. If some students have not completed a large amount, I will give them an extra day or two to complete the work.