Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity Sheet with possible answers (Sample picks only) Example of Task that addresses student The CEPA rubric Two examples of visual models An example of ratio (application) discourse.SMP3* (Lesson 2, In-class Work page (Pages 131, 132) (Lesson 5, pages 45-46 under Content 23; lesson 2, Practice Sheet, (Lesson 4, In class work, page Background for Teachers. Models (Lesson 4, Homework problem 4, recipe for “The Problem 2 page 21; 39) shown are number line and Pumpkin Dog biscuits…” page 42; lesson 5 In “double tape diagram.) Practice problem 3 Green Team Field Trip” “The page 50)) An example of suggested Teacher background Reference to the use of the An example of possible formative A task in a lesson that addresses SMP4* extended learning activity content/notes with definitions double number line assessment for ratio and unit rate (Lesson 7 discussion on is a (Lesson 5, problem 3, page 45) “what (Lesson 10, page 80, under (Lesson 11, page 101 under rate?”page 63; Lesson 10, Warm up learning/ Practice Teacher Background problem this week’s grocery “Extended “In (homework)”. (Lesson 1, page 11) Knowledge) circular, Food…”, page 79) Reference to the use of a tape An example of assumed Guidance for possible An example of what students will An example of suggestions for differentiation diagram prerequisite student knowledge student misconception know at the end of the lesson needed for a lesson (Page 55 for at-risk students: “Scaffolding …) (Lesson 7, page 65 Example (Lesson 1; page 11 (Lesson 3, page 26, “Mathematical problem under Teacher [Lesson 7, understand may be confused strategies for solving problems “Students “Students Background Information; page that division problems can be about the order of the involving ratios…”; lesson 5, page 43, 69 under Teacher Content expressed in fraction form, e.g. quantities. For example, a it is appropriate to use ratios “When Knowledge ) ¾ = 3 ÷4(6.NS.1)”, page 62] comparison of 2 wins to 3 to solve mathematical or real-world loses….” problems.”)
Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity Sheet with possible answers (Sample picks only) Example of (Lesson 2, In-class Work page 23; lesson 2, Practice Sheet, Problem 2 page 21; Task that addresses student discourse.SMP3* (Lesson 4, In class work, page 39) The CEPA rubric (Pages 131, 132) Two examples of visual models (Lesson 5, pages 45-46 under Content Background for Teachers. Models shown are “double number line and tape diagram.) An example of ratio (application) (Lesson 4, Homework problem 4, “The recipe for Pumpkin Dog biscuits…” page 42; lesson 5 In Practice problem 3 “The Green Team Field Trip” page 50)) An example of suggested extended learning activity (Lesson 10, page 80, under “Extended learning/ Practice (homework)”. Teacher background content/notes with definitions for ratio and unit rate (Lesson 1, page 11) Reference to the use of the double number line (Lesson 11, page 101 under Teacher Background Knowledge) An example of possible formative assessment (Lesson 7 discussion on “what is a rate?”page 63; Lesson 10, Warm up problem “In this week’s grocery circular, Food…”, page 79) A task in a lesson that addresses SMP4* (Lesson 5, problem 3, page 45) Reference to the use of a tape diagram (Lesson 7, page 65 Example problem under Teacher Background Information; page 69 under Teacher Content Knowledge ) An example of assumed prerequisite student knowledge needed for a lesson [Lesson 7, “Students understand that division problems can be expressed in fraction form, e.g. ¾ = 3 ÷4(6.NS.1)”, page 62] Guidance for possible student misconception (Lesson 1; page 11 “Students may be confused about the order of the quantities. For example, a comparison of 2 wins to 3 loses….” An example of what students will know at the end of the lesson (Lesson 3, page 26, “Mathematical strategies for solving problems involving ratios…”; lesson 5, page 43, “When it is appropriate to use ratios to solve mathematical or real-world problems.”) An example of suggestions for differentiation (Page 55 “Scaffolding for at-risk students: …)