Reflection: Student Grouping Unit Rates, k? - Section 3: Class Work


When reviewing in our test prep unit this year I decided to go with more movement and activities in class. The worksheets attached in the "Notes" section were used as resources; we did not review them line by line. Instead, I put students into groups of 4, using data from past assessments as explain in this reflection. I gave each group a different context which described a rate. Each group was given a piece of chart paper and the following exceptions were displayed on the board and reviewed before students set out to work:

  • Write an equation that describe the relationship
  • Create a table with x values 0, 1, 2, 3 and 4.
    • It must include the equation from above
    • Identify the unit rate within the table
    • Draw a graph of these table values, placing an arrow in the appropriate location
      • Identify the unit rate in your graph
      • Be sure to give your graph a title
      • Be sure to label the axes
      • Be sure to have consistent scales within your axes


Here are the sentences given to each group:

1)      Jerry runs 2.5 miles in 3 hours. Assuming his speed was constant, create a poster to illustrate this rate.

2)      Mr. Chester sells half a pound of blueberries for 75 cents. Create a poster to illustrate this rate.

3)      A rollercoaster called Viper can hold 20 people per ride. Assuming the ride fills up each time, create a poster to illustrate this rate.

4)      A beanstalk grows 3.8 inches every 2 days. Assuming it continues to grow at this speed, create a poster to illustrate this rate.

5)      Sharks can swim 1.5 miles per hour. Assuming a shark swims continuously at this speed, create a poster to illustrate this rate.

6)      While taking a test, Lisa realizes she completed 10 problems in 20 minutes. If she continues at this speed, create a poster to illustrate her rate of problem completion per hour.

After 20 minutes of work time, students are asked to take a gallery walk with post it notes, giving students feedback specifically on portrayals of the unit rate. I throw these options up on the board for students to use:

  • Great job showing how you calculated the unit rate! It’s neat!
  • I think you miscalculated the unit rate: here’s how I did it.
  • Remember, the unit rate is k in your equation. Here’s what I think the equation should look like.
  • You didn’t identify the unit rate correctly. It’s at (___ , ___)


While students were completing their gallery walk, I too walked around grading each poster for accuracy so that I could give students feedback on topics they needed to continue to study before the test.

  More Collaborative Work
  Student Grouping: More Collaborative Work
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Unit Rates, k?

Unit 8: Test Prep
Lesson 4 of 8

Objective: Aim 1: SWBAT calculate unit rates in the context of different situations. Aim 2: SWBAT identify and calculate the constant of proportionality and the equation in the form y = kx

Big Idea: Students work in pairs and groups over two days to review proportional relationships and the constant of proportionality

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