Understanding by Design Template: Lesson Planning Block III

Teacher:

Jenna DeForte

Subject:

Math

Grade: 6
Date: 11/05/15
Desired Results

CCSS and/or NYS Learning Standards (Rubric Line 35 and 39):

Common Core Mathematical Practices
1. Make sense of problems and persevere in solving them.
Common Core Mathematical Standards Ratio and Proportional Relationships (6RP)
6.RP.1 understand the concept of a ratio and use ratio language to describe a ratio relationship

between two quantities.

6.RP.3a make tables of equivalent ratios relating quantities with whole-number measurements,
find-missing values in the tables, and plot pairs of values on a coordinate plane. Use tables to
compare ratios.
NYS Standards for Health
Standard 1- Personal Health and Fitness
Elementary Health - 1. Students will understand human growth and development and recognize
the relationship between behaviors and healthy development. They will understand ways to
promote health and prevent disease and will demonstrate and practice positive health behaviors.
Essential Questions (Rubric Line 36):
How can representing ratios in a graph help us understand their relationships?
Why are ratios used?
Enduring Understandings(Rubric Line 36):
Students will understand that there is a relationships represented by ratios. This relationship can be
presented numerically, visually, or linguistically.
Objectives (Rubric Line 31):
Students will be able to associate a given ratio A: B with a corresponding ordered pair.
Students will be able to correctly plot the ordered pairs on an x-y coordinate plane.
Assessment Evidence (Rubric Line 32)

Revised 10/20/15

Performance Assessment Tasks:

For assessment students will be asked to answer the following question and evaluate how they go the
answer by writing down their work and justifying answers with their math, as well as explanation.
(evaluation-level blooms taxonomy)
Also on the news broadcast, a chef from a local Italian restaurant demonstrated how he makes fresh
pasta daily for his restaurant. The recipe for his pasta is: 3 eggs, beaten; 1 teaspoon salt; 2 cups all
purpose flower; 2 tablespoons water; 2 tablespoons vegetable oil. Determine the ratio of the number of
tablespoons of water to the number of eggs. They are asked to then create a way to represent the ratio
increasing from 2 up to 12 tablespoons of water. They then have to graph the ratios from 2 to 12.
Lastly, they are asked to determine how many tablespoons of water will be needed if they have 36 eggs
for the recipe. (Module 1, Lesson 15, Grade 6).

Did you get

the correct
ratio?
Were you able
to graph the
ordered pairs
properly

Does your
graph have
axes labeled
and a Title?

10 pts

10pts

10pts

Not Yet Acceptable

Acceptable

The ratio used is not correct and

the table is thus off.

The ratio being used is correct

and thus the table is correct.

The x and y are mixed up

OR
The ordered pairs are not
plotted correctly on the graph

Everything is plotted where it

should be and the X and Y are
on the right axis.

The axes are missing labels

OR
There is no title to the graph

Everything is labeled correctly

with a title

Other Evidence:
Complete the exit ticket assignment from the module to hand in for review.
Areas of Child Development (Rubric Line 28)
Social Development Students get to work together and ensure that their groups understand their ideas
about ratios and graphing.
Emotional Development Students are challenged to interact with their peers in a common goal. They
must work on their teamwork skills and how they deal with others in relation to their own ideas.
Operating within a set of rules of a classroom.
Cognitive Development Children are trying to make sense of ratios and graphing ratios using ordered
pairs.
Revised 10/20/15

Learning Plan
Classroom Arrangement:
Students desks are arrange in groups
Have all materials and handouts ready for the lesson
Materials:
Elmo camera
EngageNY module Lesson 15 Grade 6 Math
All necessary handouts and worksheets
Pencils
Smartboard
Learning/Instructional Activities (Rubric Lines 29, 33, 34, 39):
Anticipatory Set (Rubric Line 38):
Start the class by bringing in a bunch of baking utensils. A cup measurer, tablespoon, and teaspoon
would all be sitting on the front desk where everyone can see. The students will be asked what they
see in front of them and what they are typically used for. Then the teacher will ask the students if they
have ever baked or cooked something before. Did they have to use a lot of ingredients? What was the
experience like? What did they make?
Then ask the students what they consider healthy eating versus non-healthy eating. Did the things
they cooked fall into a healthy category or un-healthy category?
This can be done orally or have the students write it down.
Procedure
Story Problem (Rubric Line 40):
Taking from Module 1, Lesson 15 6th grade:
At the end of this mornings news segment, the local television station highlighted area pets that need
to be adopted. The station posted a specific website on the screen for viewers to find more
information on the pets shown and the adoption process. The station producer checked the website
two hours after the end of the broadcast and saw that the website had 24 views. One hour after that,
the website had 36 views. Predict how many views the website will have 4,5, and 6 hours after the
end of the broadcast. Also, find how many views there were after the first hour of the website being
up. (Application-level blooms taxonomy)
Once you have figured out the views from hours 1 -6 create a graph and plot the information.
The students will be asked to figure out this problem in any way that makes sense to them. If that
includes charts, tables, or diagrams so bet it. The teacher will walk around and check the students
work. If the students have found one way to solve the problem they will be asked to solve it a
different way. They will be asked to find a way to solve this problem as many ways as possible until
all the groups have found at least one way. They will also be challenged to find the views for twelve
hours if they still have time left.
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When all groups have found at least one way to solve the problem, the teacher will call on select
groups to come to the smartboard and show how they solved the answer and plotted the graph.
Next, The teacher will finally show how to solve the problem:
Using a table to find the ratios for the numbers
Dividing 2 and 24 in half to find the smallest ratio, then skip counting by the smallest ratio up
till six hours.
Have the students understand the constant of this ratio is 12
Defining what an ordered pair is (allow students to define in their own words first)
Establishing the x and y axis (again let students try to explain this first)
Determining the interval in which the x-axis increases by (1) and the y-axis increases by (4)
Making sure to label the x and y axis
Showing them how to use the constant and ratio to find the views for twelve hours.
Some misconceptions that students may have are involving incorrect algorithms or the way
they generate the ratio. This could be that they are trying to add or subtract rather than
multiplying or dividing. To correct these types of misconceptions it would be helpful to bring
the students back to the conceptual framework. Break down the ratio without using a table and
have them multiply or divide as needed instead of using a table that might show them a pattern
that involves addition or subtraction. (Collins and Dacey A8).
Another misconception that could occur is the use of ordered pairs and graphing. Students can
mix up the order of what is the x-axis and what is the y-axis. This can confuse them when they
are plotting their points on the graph. To try and alleviate this problem, students can use their
bodies on a large coordinate plane and become the points. Physically moving and seeing it can
help them understand the relation between the x-axis and the y-axis. (Tracht 4).
Differentiation: Students are allowed to solve the problem in whichever way makes sense to them.
This allows them to use any materials or methods that they think will aid them in solving the problem
at hand.
Directions will be read and placed upon the board when the problem will be displayed for all the
students to see.
Specific needs of students with IEPs will be addressed through 1 to 1 support or other aid.
Appropriate materials will be available for those who have visual or auditory difficulties, and
accommodations will be made for such students.
Students will be placed in specific groups so that they will work to the best of their abilities without
being distraction or causing a distraction from their learning.
Assessment: Also on the news broadcast, a chef from a local Italian restaurant demonstrated how he
makes fresh pasta daily for his restaurant. The recipe for his pasta is: 3 eggs, beaten; 1 teaspoon salt; 2
cups all purpose flower; 2 tablespoons water; 2 tablespoons vegetable oil. Determine the ratio of the
number of tablespoons of water to the number of eggs. They are asked to then create a way to
represent the ratio increasing from 2 up to 12 tablespoons of water. They then have to graph the ratios
from 2 to 12. Lastly, they are asked to determine how many tablespoons of water will be needed if
they have 36 eggs for the recipe. The students will have time in class to work on it, but may take it
Revised 10/20/15

home if needed to finish. Students will also be asked to complete the exit ticket from the module for
review.
I would mention before they start the performance task for them to consider if this recipe is a healthy
one and if this pasta sauce is one they would like to try making. If not, what could be a better recipe?
What would a healthy recipe include? If it is healthy, why do they think so?
Assessment (Rubric Line 32):
Closing Activity:
Ask the students to share one thing they learned from today orally, if there is time.
Evaluation of Teaching *done after the lesson is taught*:
The lesson I think went fairly well. I found myself to be quite nervous while teaching and found myself
somewhat hiding behind the desk near the ELMO camera while teaching. I hope that in future lessons I
can emerge from behind this protective shield and interact with the students a little more. I did walk
around while they were working on the problems themselves, but I feel that I could have done more to
build a better community with the students. I also feel that I tried to help the students a little too much
when they struggled to do the problem given to them.
The lesson did extend over one day and I continued on the second day to show students different ways
to solve the problems. On the second day, while I was reviewing their previous problem completed
together I found myself calling on the same few children that raised their hands. I tried calling out
numbers that correlated to the students to get different kids talking with me. I think that by the end of
the second day of the lesson students understood the ideas I was trying to get at in this lesson. Since I
got an extra day to teach the same material, I went through the same type of problem they did on their
own with them. The main I tired to do was have them tell me what the steps were that we needed to do.
I tried to probe them into teaching me what they thought was the best way to solve the problem. I broke
down the word problem into the important information and asked them to give me their step-by-step
ideas. This is where I could see how they were thinking about the problem and if there may be any
misconceptions forming.
Overall I think the two days worked well for the students. I was able to build off of their knowledge
from the first day and solidify information I had spoken about. I definitely have to work on my
confidence skills when teaching, and on the students that I call upon during teaching.
Using Literature would not make sense or fit into this lesson plan, so I chose not to apply it to this
lesson.
References

Revised 10/20/15

Collins, A and Dacey, L. (2014). Its all relative: Key ideas and common misconceptions about
ratio and proportion, grades 6-7. Retrieved from stenhouse.com
New York State Education Department. (revised 2014). NYS Common Core Mathematics
Curriculum, Grade 6 module 1 lesson 15. Retrieved from engageny.com
The Common Core State Standards Initiative (2010) New york state p-12 common core learning
standards for mathematics. Retrieved from nysp12cclsmath.pdf
The State of Education Department. (revised1998) Health, Physical Education, and Family and
Consumer Science Standards. Retrieved from
http://www.p12.nysed.gov/sss/schoolhealth/schoolhealtheducation/healthPEFACSLearni
ngStandards.pdf
Tracht, V. (2011). Students misconceptions in mathematics: The ordered paired
misconception. Retrieved from
http://valerietracht.weebly.com/uploads/1/5/6/1/15618160/math_misconceptions.pdf

Revised 10/20/15