A unit rate represents a rate with a denominator of 1 in fraction form. Rates are usually expressed in per unit form. Examples include: miles per hour, pizza slices per person, inches per foot, heartbeats per minute, cost per pound, etc. Return to the card sort. Which rate cards are rates and which are unit rates? Review your original sticky notes and classify (or re-classify, if necessary) students’ authentic life examples. (SMPs #1, #3, #6) UDL Components: Make sense of problems Activity 2 and persevere in solving Principle I: Representation is present in the activity. UDL Components them on the gallery walk Students will use this activity as an opportunity to access prior skill from earlier grades as they monitor their own Multiple Means and practice with a new idea for finding unit rates. progress and change their of Principle II: Expression is present in the activity. approach if necessary. Representation The gallery walk allows students movement as they solve the problems around the (SMP#1) Multiple Means room. for Action and Principle III: Engagement is present in the activity The students model with Expression The gallery walk fosters discussion, collaboration and community in order to compare mathematics as they Multiple Means their prices. apply the mathematics for Engagement they know to solve Key Questions Finding the unit rate using equivalent ratios. everyday problems. Formative Assessment (SMP# 4) Show two examples: Summary Example #1: 15 hamburgers for $75. How much per hamburger? (Note to teacher: Make The students are sure students are solving using equivalent ratios.) attending to precision as they communicate = = precisely with others on
A unit rate represents a rate with a denominator of 1 in fraction form. Rates are usually expressed in per unit form. Examples include: miles per hour, pizza slices per person, inches per foot, heartbeats per minute, cost per pound, etc. Return to the card sort. Which rate cards are rates and which are unit rates? Review your original sticky notes and classify (or re-classify, if necessary) students’ authentic life examples. (SMPs #1, #3, #6) Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Principle I: Representation is present in the activity. Students will use this activity as an opportunity to access prior skill from earlier grades and practice with a new idea for finding unit rates. Principle II: Expression is present in the activity. The gallery walk allows students movement as they solve the problems around the room. Principle III: Engagement is present in the activity The gallery walk fosters discussion, collaboration and community in order to compare their prices. Finding the unit rate using equivalent ratios. Show two examples: Example #1: 15 hamburgers for $75. How much per hamburger? (Note to teacher: Make sure students are solving using equivalent ratios.) = = Make sense of problems and persevere in solving them on the gallery walk as they monitor their own progress and change their approach if necessary. (SMP#1) The students model with mathematics as they apply the mathematics they know to solve everyday problems. (SMP# 4) The students are attending to precision as they communicate precisely with others on