6.1.4Ma


 * Grade: 6 Unit: 1 Week: 4 Content: Math Dates: 9/10-9/14-12 **


 * Theme Essential Question: ** How do students connect ratio and rate to whole number multiplication and division and use concepts of ratio and rate to solve problems?


 * Essential Questions: **
 * Can students use a model to show a percent?
 * Can students find the whole given a part of the percent?


 * Standards **
 * Ratios and Proportional Relationships 6.RP **
 * Understand ratio concepts and use ratio reasoning to solve problems. **
 * ** 6.RP.3: ** Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
 * c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.


 * Objectives **
 * The student will understand that a percent is rate per 100 and can be represented using tools such as tables of equivalent ratios, tape diagrams, double number line diagrams, and equations.
 * The student will understand that percentage-based rate problems compare two different units where one of the units is 100.
 * The student will understand that establishing connections between tools allow for extended reasoning and synthesis of the concept of ratios and rates (e.g., How do tape diagrams and double number lines show rate reasoning given the same context?).


 * Background Information **

@http://www.azed.gov/standards-practices/files/2011/06/2010mathgr6.pdf
 * Recommended: For a quick overview of the standard(s) to be addressed in this lesson, see Arizona’s Content Standards Reference Materials. **

Ohio Dept of Education Mathematics Model Curriculum 6-28-2011


 * Assessment **
 * Product **
 * Have students use advertisements to plan an imaginary shopping trip given a budget of various amounts. Students can create a poster showing the results of the shopping trip. www.lessonplanet.com imaginary shopping trip information


 * Key Questions **
 * Can the student use a model to show percents and fractions?


 * Observable Student Behaviors **
 * The student can writing a percent as a rate over 100.
 * The student can find the percent of a number using rate methods developed in 6.RP.3b.
 * Given the parts and a percent, the student can determine the whole.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **

Ratios equivalent ||
 * Vocabulary **
 * Percent

@http://illustrativemathematics.org/illustrations/132 @http://illustrativemathematics.org/illustrations/54 The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions. Gizmo Lessons Find a part from the percent and whole, a percent from the part and whole, or a whole from the part and percent using a graphic model.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * __ Houghton Mifflin OnCore Mathematics Middle School Grade 6 __
 * Lessons 9-13, Pages 17-26
 * __ Teaching the Common Core Math Standards with Hands on Activities __
 * Pg. 6-7
 * __ Mastering Common Core in Mathematics-Grade 6 (ABC) __
 * Pg. 82-84, Ch. 6.8 and 6.9
 * Highly Recommended:
 * ** Percents and Proportions **
 * JBHM GP 1. Unit 1, p. 1-29
 * Coloring percent activity: __@http://www.softschools.com/math/percent/games/__
 * NLVM percent virtual manipulative:
 * http://nlvm.usu.edu/en/nav/frames_asid_160_g_2_t_1.html
 * Tape Diagrams: http://mathgpselaboration.blogspot.com/2010/04/mp5-tape-diagrams.html
 * Glencoe Course 1 Grade 6
 * Write percents as Fractions and Decimals pgs: 19-21
 * Hands –on-Lab 10-3b Pg;394
 * Modeling Percents 10-4 pg: 395-397
 * Model Percents Lesson 9 pgs. 17-18
 * The Game Zone :Fishin for Ratios” pg. 399-421
 * Study Guide and Intervention pg. 506
 * Practice Skills pg. 507


 * Diverse Learners: **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’scool: Unit A, Module 7.2, 7.5, 7.6, 7.7


 * Homework **
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials
 * @http://www.kutasoftware.com/free.html to print assignments on variety of topics

A //__percent__// is a ratio that compares a number to 100. It represents part of a whole.
 * Terminology for Teachers **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts ** ** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice |  ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback |  ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  ||   ||


 * Resources **


 * Professional Texts **


 * Literary Texts **


 * Informational Texts **
 * See New York Common Core Aligned Task (other resources)


 * Art, Music, and Media **


 * Manipulatives **
 * 10x10 Grid
 * Ratio tables – to use for proportional reasoning
 * The National Library of Virtual Manipulatives: http://nlvm.usu.edu


 * Games **


 * Videos **
 * Discovery Education- @http://www.discoveryeducation.com/


 * Websites **
 * @http://illustrativemathematics.org/standards/k8__ PARCC Online (released items) __
 * Discovery Education
 * @http://www.khanacademy.org/math__ Online tutorials __
 * @http://www.tli.net/__ TLI Quiz Builder __


 * SMART Board Lessons, Promethean Lessons **
 * SMART Board Resource Website Smartboard lesson search engine

@http://www.mathplayground.com/percent_shopping.html Solve 5 problems in each level. You select the toys which determines how challenging the activity will be. Level 1: Find the sale price when the original price and percent discount are known. Level 2: Find the percent discount when the original price and the sale price are known. @http://illuminations.nctm.org/LessonDetail.aspx?id=L849 We are lucky to live in an age where there is a lot of nutrition information available for the food we eat. The problem is that much of the data is expressed in percents and some of those percents can be misleading. This lesson is designed to enlighten students about how to calculate percent of calories from fat, carbohydrates, and protein. The calculations are made to determine if a person can follow the Zone Diet with only McDonald's food items. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L666 This is the culminating lesson for this unit. Students use information from a quiz, along with what they learned in the previous four lessons, to write a summary and finalize a property sketch. Students measure their own progress in a final activity by Testing Their Firewise IQ. @http://illuminations.nctm.org/Lessons/OnFire/OnFire-AS-BurnQues.pdf This reproducible worksheet, from an Illuminations lesson, presents a series of questions with which students can test their knowledge of "firewise" landscaping and protecting their property from wildfires. The correct answers are provided on the second page. @http://illuminations.nctm.org/Lessons/OnFire/OnFire-LWF-DefenSpace.pdf This reproducible handout, from an Illuminations lesson, offers step-by-step instructions for creating an effective defensible space to protect your home from wildfires. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L249 In this lesson, students use a 10 × 10 grid as a model for solving various types of percent problems. This model offers a means of representing the given information as well as suggesting different approaches for finding a solution. This lesson is adapted from "A Conceptual Model for Solving Percent Problems," which originally appeared in Mathematics Teaching in the Middle School, Vol. 1, No. 1 (April 1994), pp. 20-25. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L665 In this lesson, students consider the construction of a tool that will measure percent slope. They then use ideas about percent slope to determine recommended defensible space distances near a home. @http://illuminations.nctm.org/Lessons/OnFire/OnFire-AS-Steep.pdf This reproducible activity sheet, from an Illuminations lesson, walks students through the process of creating defensible space around a building on a chosen piece of property @http://illuminations.nctm.org/Lessons/OnFire/OnFire-AS-PerSlopeTool.pdf This reproducible activity, from an Illuminations lesson, provides a template by which students can create a tool for calculating the slope of real-world inclines. @http://illuminations.nctm.org/LessonDetail.aspx?ID=U99 Students participate in activities in which they develop number sense in and around the shopping mall. The first lesson in this unit is appropriate for grades 3 - 5, and the second lesson is appropriate for grades 6 - 8. Both grade-level activities deal with size and space, estimation, measurement, and applications involving percent. This unit was adapted from an article entitled "Mathematics at the Mall," written by Francis Fennell, which appeared in Teaching Children Mathematics, January, 1998, vol.4, no.5, pp. 268 – 274. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L266 Students participate in an activity in which they develop number sense in and around the shopping mall. They solve problems involving percent and scale drawings.
 * Other Activities, etc. **
 * ** Big Math and Fries **
 * ** Burning Questions **
 * ** Burning Questions **
 * ** Creating an Effective Defensible Space **
 * ** Grid and Percent It **
 * ** How Steep Can You Be? **
 * ** How Steep Can You Be? **
 * ** Percent Slope Tool **
 * ** Shopping Mall Math Unit **
 * ** Shops at the Mall **

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