**Unit Plan**

**Unit Overview 7th Grade Special Education**** **

**Content Area: **Mathematics

**Unit Title:** Ratios and Unit Rates

**Target Course/Grade Level: **7th Grade, Special Education (Resource Room)

**Name: Becky Konschak**

**School: Lakeside Middle School**

**Date: 1/2/11**

**Unit Summary **

In the context of ads that sell products and American records, students study ratios, rates and relationships between them. This investigation involves exploring ratios and rates in cola ads. Pupils will analyze comparison statements involving a middle schools preferences survey. The class will also write comparison statements using a table about tree dimensions. The students in the resource classes generally have specific learning disabilities, other health impairments, emotional disturbances, or multiple disabilities.

**Primary interdisciplinary connections: **Children’s Literature, Science, Social Studies

**21st century themes: **Financial, Economic, Business** **

**Unit Rationale **We see ads everyday that tout their product using ratios or claim their product is better. Knowing how to read and interpret ratios and rates is a skill that will be used all throughout life. Later, in the unit, the class will learn about proportional reasoning, which is used in so many things in life (to name a few: recipes, scaling in construction and other areas, traveling, money dealings, etc.

**Learning Targets**** **

**Standards**

Ratios and Proportional Relationships 6.RP

**Content Statements**

Understand ratio concepts and use ratio reasoning to solve problems.

**CPI # ****Cumulative Progress Indicator (CPI)**** **

6.RP1 Understand the concepts of a ratio and use ratio language to describe a ratio relationship between two quantities.

**Unit Essential Questions**

- What does the word ratio mean?
- What does
*x*% of a group mean? - What does
*a/b*of a group mean? - Is
*a*part of the group or is it the whole?

Is *b* part of the group or is it the whole?** **

**Unit Enduring Understandings**

- a ratio compares 2 quantities and can be expressed in the form of a fraction, equivalent decimal, or a percent; or given in the form
*a*:*b, a*/*b,*or*a*to*b*.

**Unit Learning Targets**

*Students will ...*

- Present quantitative comparisons of information.
- Use the language of ratios.
- Analyze and create comparison statements.

**Evidence of Learning**

**Summative Assessment (day 4)**

At the end of this investigation, the students will respond to the Mathematical Reflections, journal understandings, and take a short quiz.

**Equipment needed: **Copies of Transparency and Additional Practice pages, journals, calculators, white board, SMART Board/projector, laptop computer(s) or student desktop computers, document camera, story books (see Goals/Objectives/CPIs: Exploration for titles)** **

**Teacher Resources: **__Comparing and Scaling__ Teacher’s Guide, Transparency [1.1, 1.2, 1.4 (TG pages 120-125)] pages and Additional Practice Investigation 1 (TG page 150), blank transparencies, laptop computer

**Formative Assessments**

- Exit Tickets
- Mathematical Reflections
- Class work
- Discussion
- Participation
- Homework
- Visual/Kinesthetic representations
- Quick Quiz

**Lesson Plans **

**Lesson **

Lesson 1.1 Exploring Ratios and Rates - 1 hour** **

Lesson 1.2 Analyzing Comparison Statements - 1 hour** **

Lesson 1.3 Writing Comparison Statements - 1 hour** **

Assessment

Mathematical Reflections, journaling, quiz - 1 hour

**Teacher Notes:**

**Curriculum Development Resources**

Click the links below to access additional resources used to design this unit:

** ****Unit Author: **Rebecca Konschak **Date: **12/11/10

** Lesson Plan ****1**

**Content Area: **Mathematics** Grade: **7 (Sp. Ed.)

**Lesson Title:** __Comparing and Scaling__ Investigation 1** Timeframe:** 4 days

**Lesson Components**

**21st Century Themes**

X Global Awareness

(*See Learning Activities 1,4,5)*

X Financial, Economic, Business, and Entrepreneurial Literacy

(*See Learning Activities 1,4,5)*

Civic Literacy

Health Literacy

**21st Century Skills**

Creativity and Innovation

X Critical Thinking and Problem Solving (*See Learning Activities 4,5)*

X Communication and Collaboration (*See Learning Activities 1,3,5)*

Information Literacy

Media Literacy

ICT Literacy

X Life and Career Skills (*See Learning Activities 1,4,5)*

**Interdisciplinary Connections: **Literature, Science, Social Studies

**Integration of Technology: **SMART Board, computers, projector, document camera, http://www.shodor.org/interactivate/activities/AreaExplorer/, http://www.shodor.org/interactivate/activities/PerimeterExplorer/, Students will be encouraged to use www.phschool.com (Web Code: ame-9031) for homework support and/or in class.

**Equipment & materials needed: **

- notebooks/journals
- calculators
- white board
- SMART Board/projector
- document camera
__Connected Mathematics: Comparing and Scaling__Teacher’s Guide- computers

**Goals/Objectives/CPIs**

Students:

- will demonstrate use of equivalent ratios and describe a ratio using ratio language as a relationship between two quantities.

**Learning Activities/Instructional Strategies**** **

**Engagement**__Connected Mathematics: Comparing and Scaling__Investigation 1.1, pages 5-6 (Teacher’s Guide pages 14-18) Ask the class, “Can you think of any commercials that compare one product to another or several others? Can you think of any that involve a comparison using numbers? What do you know from each form of comparison given? What information is missing from each form of comparison? Is each form of comparison accurate and effective?”

**Exploration**SMART Board introductions using the following TeacherTube video clips (http://www.teachertube.com/viewVideo.php?video_id=194057&title=Basic_Math___Ratios, http://www.teachertube.com/viewVideo.php?video_id=194285&title=SAT_Math_Ratios, http://www.teachertube.com/viewVideo.php?video_id=141847&title=Rates_and_Ratios). The lesson in__Comparing and Scaling__Investigation 1.1, pages 5-6 (Teacher’s Guide pages 14-18) suggests that “*People prefer**Bolda Cola over Cola Nola.*”

Remembering: Students will be asked to recall, “How many people took the taste test? How many more preferred Bolda Cola? What percent of people preferred Bolda Cola? People who preferred Bolda Cola outnumbered those who preferred Cola Nola by a ratio of what?”

**Explanation**__Comparing and Scaling__Investigation 1.1, pages 5-6 (Teacher’s Guide pages 14-18) Understanding: “Describe what each of the statements at the top of page 6 mean. Explain how it is possible for all 4 statements to be correct?”

Centers: One or more of the following may be read at the Literature Center - "One Inch Tall" and “Smart” poems from the book __Where the Sidewalk Ends__ by Shel Silverstein, and __Ratio and Proportion__ by David Schwartz; Computer Center includes using - http://www.southjerseyacademy.com/tr/tre.htm which has: Ratio Stadium (ratio equivalency – multi-player), Ratio Blaster (find equal ratios – single player), Ratio Martian (identifying ratios – single player) games to play, or http://www.ixl.com/math/practice/grade-7-understanding-ratios or any of the other games on the left side of that webpage that would help the students understand ratios and how they are used in a comparison relationship, or if remediation is needed in changing fractions to decimals to percents (http://www.shodor.org/interactivate/activities/FractionFour/)** **

**Elaboration**__Comparing and Scaling__Investigation 1.2, pages 6-7 (Teacher’s Guide pages 19-22) Applying: “Analyze the comparison statements about Neilson Middle School. Compare the statements and consider which statement would convince merchants to place their ads on the radio. … on the television.”

** **

**Evaluation**__Comparing and Scaling__Investigation 1.3, pages 8-9 (Teacher’s Guide pages 23-26) Evaluating: “Choose which of the statements you think would be most effective. Judge: Do you think these trees have similar shapes? Why or why not?”

Short Quiz (on the last day of Investigation 1): 1. Create an ad for a product of your choice. 2. Write the ad using a ratio comparison between your product and a competitor’s product. 3. Explain the advantages/disadvantages of each.

**Formative Assessment Tasks**** **

- Observation, Exit Tickets/Class work, Discussions, Participation/Homework

**Universal Design for Learning Options (UDL Teacher Tool Box for Lesson Plan)**

**Multiple Means of Representation**

**Perception**For the many students that cannot read well, http://www.newbedford.k12.ma.us/edtech_toolkit/students/cast/classroom/getting_started.htm.**Language & symbols**To help the students learn the vocabulary and concepts of ratios, they will use the**Comprehension**http://quizlet.com/create_set/

**Multiple Means of Action and Expression**

**Physical activity**Students will be asked to play the ratio games (http://www.southjerseyacademy.com/tr/tre.htm) on the SMART Board.

**Expressive skills and fluency**To help students that would like to create a video http://animoto.com/ is an option for helping students refine their work.**Executive functions**Class presentations and discussions as well as exit tickets will allow the pupils to demonstrate knowledge/skills gained. The exit tickets will be used to group students in the following day’s activities. To help the class maintain attention to their task we will use http://www.udlcenter.org/sites/udlcenter.org/files/Noise_Thermometer.jpg. (See #8 below.)

**Multiple Means of Engagement**

**Recruiting interest**This (http://www.spdbayarea.org/SPD_tips_for_teachers.htm) will be used to help me find tips to integrate different students according to their needs.

**Sustaining effort and persistence**to help the class maintain attention to their task, we will use http://www.udlcenter.org/sites/udlcenter.org/files/Noise_Thermometer.jpg.**Self-regulation**The students will need to set some goals for themselves. http://www.teachersatrisk.com/2009/02/08/helping-my-students-set-goals-the-smart-way/ will help the class complete that task.

**Resources **

- Ratios between Area and Perimeter: http://illuminations.nctm.org/ActivityDetail.aspx?ID=176
- Fractal Tool: http://illuminations.nctm.org/ActivityDetail.aspx?ID=17 iterations and patterns in shapes and numbers with fractals
- Free Ride: http://illuminations.nctm.org/ActivityDetail.aspx?ID=178 explore fractions with bikes and gear ratios
- Limits: http://illuminations.nctm.org/ActivityDetail.aspx?ID=153 geometric shapes with ratios
- Equivalent Ratios: http://www.youtube.com/watch?v=OkphNNHRKmE Finding equivalent ratios in lowest terms - teaching video
- Rates and Ratios: http://www.youtube.com/watch?v=anEBN9KOMew A rate real world word problem - teaching video
- SMART Board lesson: http://www.njpmi.org/Courses/Pre-Algebra/RatesRatiosProportions.aspx

**Universal Design for Learning Options (UDL Teacher Tool Box for Unit)**

**Multiple Means of Representation**

**Perception**http://www.dessci.com/en/products/mathplayer/ will allow me to create web pages for the students. (See # 4 below.)**Language & symbols**Using performing arts to enhance learning: http://www.edutopia.org/arts-opening-minds-integration-video**Comprehension**As a homework assignment/project, the students will be asked to complete http://www.teachervision.fen.com/tv/printables/botr/botr_142_7-7.pdf at home during this unit.

**Multiple Means of Action and Expression**

**Physical activity**http://www.dessci.com/en/products/mathplayer/ will allow me to create web pages for the students.**Expressive skills and fluency**Since many of my students struggle with getting things written or typed, http://www.spellchecker.net/spellcheck/ will help the pupils feel more confident about their work.

**Executive functions**A project option may include using http://cst.cast.org/cst/guest/PAGE,tutorial?vid=internet to help students.

**Multiple Means of Engagement**

**Recruiting interest**Projects based on real world problems (http://www.edutopia.org/mountlake-terrace-geometry-real-world-video) will be a choice at the end of the unit.

**Sustaining effort and persistence**The classes will be asked to work cooperatively at different times to share ideas http://www.edutopia.org/math-social-activity-cooperative-learning-video.**Self-regulation**Learners diaries may be used throughout this unit to help the students develop mathematically, socially and emotionally http://www.teachingenglish.org.uk/think/articles/learner-diaries.

**Resources **

- http://pbskids.org/cyberchase/games/sizeandscale/sizeandscale.html size the piece up or down to fit the puzzle
- http://www.brainpop.com/math/ratioproportionandpercent/ratios/preview.weml