##
* *Reflection: Quizzes
Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d) - Section 3: Assessment

There were several problems on the assessment that the students had difficulty with that I did not anticipate.

1.) In problem #5, the students had a difficult time with the word "each". The problem reads "Each car can carry 3 suitcases. Write this ratio in fraction form. They came up saying that there was not two numbers for the ratio. To get the students thinking about this problem, I told them to draw a picture to represent this situation. Most students were able to get this correct.

2.) Problems 7 and 8 gave the students trouble. The students I have this year are low in ability. I did not anticipate that they would not undertand what a deck of cards looked like. I tried to verbally explain the suits in a deck of cards. The problem told them there were 52 cards in a deck. As a last resort, I showed them a visual to help them understand the making of a deck of cards.

3.) In problem 10, I will modify this question. It would have been better to give them less numbers in the table. Only use 1,2,3,4 as side lenghts. Then the problem can be scaffolded to meet the needs of different learners by have students predict what the Perimeter of a square would be with side lenghts of 5 or 6. Students that work at a higher level can find the in between numbers as they have a little better number sense. They could find 3.5, 4.5 and so on.

I graded this quiz out of 22 points. Questions 1 - 8 were worth one point each.

Question 9: 5 points, 1 for each missing number

Question 10: 4 points, 1 point table, 1 point graph, and 1 point each for A and B.

Question 11: 2 points, Label and diagram

Question 12: 3 points, Label, order on the number line, and solution.

*Quizzes: Reflection for assessment*

# Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d)

Lesson 10 of 25

## Objective: SWBAT use ratio/rates appropriately when solving real-world and mathematical problems.

*80 minutes*

#### DO NOW

*15 min*

The students will be working on an open ended problem that will help them review for today’s assessment. The question involves solving a real world ratio problem. A good understanding of ratios and how to visually represent them will be necessary to find a solution. This problem is in two parts. The solution for the first part is needed for the second part. **(SMP 1 & 2).** When students have completed the problem, have them do a HUSUPU** **to find a partner to discuss their solution. Students should be advised to use mathematical language and reasoning throughout their discussion **(SMP 3)**

While students are discussing their answers, I will be walking around to look for different strategies. I will choose students to come to the board based upon those strategies. It’s good for students to see different ways to solve problems.

#### Resources

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#### Review of study guide

*15 min*

Go over the answer to the study guide. Ask for any questions/clarifications. It’s important to take time to go over the study guide. There may be small clarifications needed to support learning and this will be the time to catch those.

I will be checking in on the following questions:

#4: 3:4 = 6:__ 9: ____ Students may be unfamiliar with this representations of equivalent ratios. Ask students to come to the board to show how they figured this problem out. If students struggled with this problem, ask them if they could put the information into a ratio table to help them solve?

#7: This problem requires the students to make a generalization from the table.

#10 This problem requires the students to show the solution in 2 ways: multiple representations. Have students come to the board to show their visuals.

#### Resources

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#### Assessment

*45 min*

Students will be taking an open-ended assessment. In order to provide some scaffolding for struggling learners, I’m going to have the conversions on the board. Additionally, and depending on the need, I may let some students use their notes during the test. The test requires reading and deciphering so I will read questions as needed.

#### Resources

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#### After the test

*5 min*

As students complete the test and if there is time left over, I found a mini project (Grief, Hinkle, and Von Mol )for them to do that supports their learning about the coordinate grid. It’s content specific, but fun to do.

I like to give students something to do after a test to keep them busy and quiet so the rest of the learners can continue working without distractions.

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##### Similar Lessons

###### Describing Ratios

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###### Writing Ratios

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- LESSON 1: Introducing Ratios!
- LESSON 2: Introducing Ratios - Stations
- LESSON 3: Writing Ratios the Right Way!
- LESSON 4: Writing Ratios the right way - Stations
- LESSON 5: Making Equivalent Ratios!
- LESSON 6: Equvalent Ratios Again!
- LESSON 7: Real-World Ratios Day 1
- LESSON 8: Real-World Ratios Day 2
- LESSON 9: Ratio Review for 6.RP.1, 6.RP.3a, 6.RP.3d
- LESSON 10: Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d)
- LESSON 11: Making the Most of Rates and Unit Rates!
- LESSON 12: Understanding Rates and Unit Rates Stations Activity
- LESSON 13: Using Rates
- LESSON 14: Are You a Good Consumer?
- LESSON 15: Using Rates Stations
- LESSON 16: Review of Rates and Unit Rates
- LESSON 17: Rates and Unit Rates Assessment
- LESSON 18: Scale Drawings
- LESSON 19: Constant Speed
- LESSON 20: Give me 100%.
- LESSON 21: Percents and double line diagrams and tape diagrams (Day 1)
- LESSON 22: Visually representing percent word problems (Day 2)
- LESSON 23: Solving Percent Problems (Day 1)
- LESSON 24: Solving Percent Problems (Day 2)
- LESSON 25: Performance Task (2 days)