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

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

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.

30 minutes

**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.

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.