##
* *Reflection: Accountability
Compute the Unit Rate Associated With a Ratio of a Fraction - Section 2: Bell Ringer

I will tell you, the biggest transition that the students are having into Common Core is Mathematical Practice 1. My students are ready to revolt. I know that the more the students draw on previous understanding, and unpack the questions to find starting points the better their stamina will grow. Stamina is huge for lower level learners. My students are in the habit of reading through a question, problem or task one time and if they do not "get it" right away, they immediately flock to me for help. When I send them back and request that they try on their own first, as well as show evidence of thinking, they are collectively ready to blow a gasket. Their first instinct is to say, "I don't get it." This is without any work to show what they do not get. Students are interpreting me asking for evidence of thinking before I help as me being lazy and mean. I remind them of how much they already know, I stick to my guns and make them show me something. It is hard for all of us, but I will not allow them to give up, and I will not give in. This will pay off. Stick with it!

*Students Are Ready to Give UP! Don't give in, Don't give up!*

*Accountability: Students Are Ready to Give UP! Don't give in, Don't give up!*

# Compute the Unit Rate Associated With a Ratio of a Fraction

Lesson 1 of 10

## Objective: SWBAT compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

## Big Idea: Students will use MP1, 2, 3, 4, and 6 to compute unit rates associated with ratios of fractions.

*35 minutes*

#### Bell Ringer

*20 min*

Students will sit in their individual think time seats to complete the Bell Ringer. Students will have 10 minutes of I.T.T**, Individual Think Time,** to complete the 4 problems. During this time, students should practice **MP1**, **MP 2, MP4, and MP6.** Students should explain the problem to themselves, organize the important information, make sense of the problem, ask does the work make sense, change their work if it does not make sense, check their work and evaluate their work. During this time students are working as individuals.

After the signal to transition to P.U.T time, **pair up time**, students should take 10 minutes to work with their table, designated group, or partner to discuss their thinking, strategies used, compare responses, defend their work, critique the work of their peer group, change any work from the mathematical discussion that took place. Students will heavily rely on **MP 3** during this time. Please refer to my strategy folder for questions you may ask to monitor understanding during this time.

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#### Whole Group Discussion

*10 min*

Once students have concluded their group discussion, please make sure students are leaving with the correct process in solving these problems. Go over each problem with the whole group. Have a few students share their strategies and thinking with the whole group. Discuss common mistakes made that you found as you monitored for understanding.

Students should correct any mistakes made on their own and be able to discuss why they made the mistake and what they now know from the whole group discussion.

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#### Exit Ticket

*5 min*

Students must identify one mistake they made and discuss what they did differently after the whole group discussion. Have students write their reflections on a separate sheet of paper and turn it into you before leaving for the next period.

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- UNIT 1: Introduction to Mathematical Investigations
- UNIT 2: Integers
- UNIT 3: Proportional Reasoning with Percents
- UNIT 4: Proportional Relationships
- UNIT 5: Proportional Reasoning
- UNIT 6: Rational Numbers
- UNIT 7: Number Sense Vocabulary 5 day mini unit
- UNIT 8: Expressions and Equations
- UNIT 9: Expressions and Equations 5 Day Application of Vocabulary Mini Unit

- LESSON 1: Compute the Unit Rate Associated With a Ratio of a Fraction
- LESSON 2: Relate the Graph of a Proportional Relationship to a Table
- LESSON 3: Determine if Two Quantities are in a Proportional Relationship
- LESSON 4: Identify the Constant of Proportionality from a Table
- LESSON 5: Identify the Constant of Proportionality From a Graph
- LESSON 6: Identify the Constant of Proportionality from an Equation
- LESSON 7: Determine the Constant of Proportionality Between the Sides of Right Triangles
- LESSON 8: WP: Identify the Constant of Proportionality
- LESSON 9: Unit Assessment
- LESSON 10: Solving Multi-Step problems giving part to whole ratios