##
* *Reflection: Routines and Procedures
Unit Rates Fluency - Practice makes Perfect! - Section 2: Explore

This is the 5th day of class, so this was the first time I did this activity with the group, and I thought it went well. This is an activity that takes setting up the first time, but then every time thereafter it runs more smoothly. I did have one student ask, "you have the answers up, can't we just copy?" I was not shocked by the question, and actually had planned to address it anyway. It is important to let the kids know that the answers are there so that they can immediately assess their understanding, and so that they know to ask for help right away if they need it, rather than getting to question 24 and finding out that they were all wrong. I set the stage that finishing the activity was not the point, but rather solving problems for accuracy was the goal instead. Thus, I did not have any students just copying down answers without working, and I spent a lot of time at different tables helping students. I did not let students use a calculator on the activity - this particular concept is great practice of manipulating rational numbers, and they need to be able to fluently do so without a calculator. The only thing that I would change for the future are the few problems that asked for the unit rate but did not specify in what units. Those problems confused the students, as they had a difficult time determining what was the numerator vs. denominator.

*Routines and Procedures: Relay Race Reflection*

# Unit Rates Fluency - Practice makes Perfect!

Lesson 3 of 14

## Objective: Students will be able to find and compare unit rates.

## Big Idea: Practice makes perfect, and this lesson allows students to work towards perfection with unit rates.

*60 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – **Instructional Strategy - Process for openers. **This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. In today’s lesson, the intended target is, “I can find and compare unit rates.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

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#### Explore

*45 min*

**Relay Race**: To work on fluency with unit rates, students will work with their homogeneous table groups to complete the unit rates relay race. During the activity, I will monitor progress and sit and work with students/groups that appear to be struggling with the concept. Please see Instructional Strategy - Relay Race** **for more information on how this activity works in my classroom! The questions within this activity bring in several of the practices, including **mathematical practice 7** – looking for and making use of structure,** mathematical practice 1** – persevering with problem solving,** mathematical practice 2 **– reason abstractly, and **mathematical practice 4** – modeling with mathematics.

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Heather,

I am loving this fluency practice! I am unable to download the word document. What might I be missing?

| one year ago | Reply

I really love your lessons ~ thank you for sharing. I read your reflection (regarding specifying which unit rate to calculate) and I think these questions are a great opportunity for students to work out which rate would be more appropriate. The easy tweak: 6 becomes two questions "How far does Julio walk in one hour?" and "How long does it take Julio to walk one mile?". This allows the students to practice the calculation and see how the answers are very different in each context. The next three questions could be edited in the same fashion to emphasize the point of choosing a unit rate in context.

| 2 years ago | Reply##### Similar Lessons

###### Proportional Relationships With Decimals

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*Resources(14)*

Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Introduction to Unit Rates - Learn to be a smart shopper!
- LESSON 2: Unit Rates with Complex Fractions
- LESSON 3: Unit Rates Fluency - Practice makes Perfect!
- LESSON 4: More Unit Rates Fluency - Practice, Practice!
- LESSON 5: Proportional and Nonproportional Relationships - Can you find the constant?
- LESSON 6: Equations of Proportional Relationships - Who needs a table?
- LESSON 7: Equations of Proportional Relationships - Fluency Practice!
- LESSON 8: Graphs of Proportional Relationships - What are the two important characteristics?
- LESSON 9: Graphing Proportional Relationships - Fluency Practice
- LESSON 10: Problem Solving Connections - Can you apply what you know about proportional reasoning?
- LESSON 11: Proportional Reasoning Review - Remember Hollywood Squares?
- LESSON 12: Proportional Reasoning Test - Time to Put it All Together!
- LESSON 13: Proportional Reasoning Remediation/Enrichment
- LESSON 14: Proportional Reasoning Retest - REWIND and Try Again!