This task allows for activity participation as they explore the meaning of ratio and rate. Multiple Means for It allows time for evaluation of their work. The students can Engagement construct viable Key Questions Ratio/Rate Cards Sort Put students in groups of two or three. Ask students to sort arguments and critique Formative Assessment – cards (Attachment #1) into categories (do not give them any guidance, such as titles, the reasoning of others by Summary amount of categories, etc.) justifying conclusions as (SMP#1) they sort the cards. (SMP# 3) Attend to precision is Have students explain their categorization. done in this activity as Is there evidence of knowledge of part-part, part-whole, and “other”? the students communicate (SMP#3) with others and try to use clear mathematical Discuss this chart: language when discussing their Reference: Adapted from Van de Walle, Teaching Student Centered Mathematics, grades reasoning. . volume 3, pg. 155 5-8, (SMP#6) Ask: Would you change the arrangement of your card sort given this new information? Why or why not? What do you notice about the rate cards? Possible answer: They use different types of measures. What other real life examples of rates can you give? (SMP#6) Invite student volunteers to explain the definition of and guide student unit rate, responses into a broader discussion:
Multiple Means for Engagement Key Questions Formative Assessment Summary This task allows for activity participation as they explore the meaning of ratio and rate. It allows time for evaluation of their work. Ratio/Rate Cards Sort – Put students in groups of two or three. Ask students to sort cards (Attachment #1) into categories (do not give them any guidance, such as titles, amount of categories, etc.) (SMP#1) Have students explain their categorization. Is there evidence of knowledge of part-part, part-whole, and “other”? (SMP#3) Discuss this chart: Reference: Adapted from Van de Walle, Teaching Student Centered Mathematics, grades 5-8, volume 3, pg. 155 Ask: Would you change the arrangement of your card sort given this new information? Why or why not? What do you notice about the rate cards? Possible answer: They use different types of measures. What other real life examples of rates can you give? (SMP#6) Invite student volunteers to explain the definition of unit rate, and guide student responses into a broader discussion: The students can construct viable arguments and critique the reasoning of others by justifying conclusions as they sort the cards. (SMP# 3) Attend to precision is done in this activity as the students communicate with others and try to use clear mathematical language when discussing their reasoning. . (SMP#6)