1-Day Lesson Plan

Fall 2012

Topic: Determining Unit Rates Time Frame: 50 minutes Prior to Lesson Unique Student Analysis: CCSS Standards covered in this lesson: 7.RP.2b: Find the unit rate in a graph 7.EE.4a: Solve equations for x Students in Tier 2: Veronica Lodge, Stewart Rhodes, Uomo Quantico, and Rhomann Sur NCTM standards/ 8 CCSS Mathematical practices: Problem Solving (1): Store Practice Activity Reasoning and Proof (2, 8): Think-Pair-Share activities and step-by-step instruction Communication (3): Think-Pair-Share activities Connections and Representation (4): Store Practice Activity, Graphs, relating rates to fractions, real-life connections Strategic Tools (5): Making use of calculators to aid in math calculations. Precision (6): Defining rate and unit rate and using labels in math calculations. Structure (7): Going over the step-by-step process of cross-multiplication and explaining unit rate and how to find it. Rationale for Lesson based on analysis of your unique class: In my class of twelve, there are four at-risk students and four gifted students. I defined an at-risk student as a student who has failed in four of the Common Core Standards. Comparatively, I defined a gifted student as a student who has only failed at one Common Core Standard. In my classroom, there is an overwhelming failure to master the skills to finding the unit rate in a graph and solving equations

for x, Common Core Standards 7.RP.2b and 7.EE.4a respectively. Each student failed in at least one of these standards, while at-risk students failed in both. Objectives: Primary: -Students will be able to simplify a rate to a unit rate. -Students will able to interpret a linear graph and find its unit rate. -Students will be able to name two real life representations of unit rate. Secondary: -Students are comfortable using cross multiplication to determine unit rates.

Opening Activities/Purpose (5 minutes): Warm-up: The warm-up problems ask the students to convert ratios to fractions, graph linear equations, and identify slopes. Rationale: Reviewing that ratios can be written as fractions will help students understand as they go into the new material, where unit rates are written as fractions. By graphing and identifying the graph, students will be better prepared to determine slope and unit rates from a graph.

Development Activities (25 minutes): What is a rate? What are some examples of rates? Rationale: This introduces discussion and student participation immediately. Also by starting with a topic they are familiar with, they are more confident going into the lesson. Write their examples up, Ex. 5 miles/hour 5dollar/Footlong 2 cookies/student

What do all these rates have in common? Guide their answers to identifying that there are two different units in a rate. Rationale: This again requires student participation. They learn to think critically, identify patterns, and communicate in mathematical terms. Explain the definition: Rationale: By discussing what a rate is before giving a formal definition, students will already have an idea of what a rate is in their own words. This aids in student understanding of the mathematical definition. NCTM Standard of Precision Rate: a ratio that compares two quantities of different units Think-Pair-Share: What do you think a unit-rate might be? Rationale: Encourages critical thinking and communication skills. Which one of the ratios from number 1 in the warm-up was a unit-rate? Explain the definition: Rationale: They already have an idea of what a unit-rate is, making it easier to understand the formal definition. NCTM Standard of Precision Unit Rate: a ratio of two quantities of different units in which the second quantity is 1 Which of the following rates are unit rates? Have everyone write their answers down. 40miles/ hour 1watermelon/ 3friends $3.75/ 5apples 15cats/ lady

At this point, there is probably still confusion on what unit needs to be 1. Ask someone who chose 1watermelon/ 3 friends why they did. Then have someone who did not choose 1watermelon/ 3friends explain why they chose not to. Rationale: By having them defend why they chose an answer, students correct their misconceptions and learn mathematical reasoning and communication. This is also a formative assessment. NCTM Standards Reasoning, Proof, and Communications So we can identify unit rates, but can we make them? Let us use 1 watermelon/ 3 friends and make it a unit rate. What is one way to do it? Rationale: By finding unit rate this first way, students can see what unit rate is in a concrete, visual manner. This will also provide them with a clearer understanding of what unit rate is. NCTM Standards Connections, Representations, and Structure

Split the watermelon up amongst the 3 people. How much of the watermelon does each friend get? (1/3) watermelon/ friend Another way? Rationale: This is the method they will be using most often, so it is important to do a step-by-step instruction. NCTM Standard of Structure, Reasoning, and Proof Cross multiplication. And solve for z. 1watermelon/ 3friends = ?watermelon/ 1friend 3(friends)*z(watermelon) = 1(friend)*(watermelon) We want z on one side to solve for it. z(watermelon) = 1(friend)*(watermelon)/ 3(friends) z(watermelon) = 1(watermelon)/3 z = 1/3 So unit rate is (1/3)watermelon/ friend Which way would be easier to find the unit rate with $3.75/ 5apples? (Have students tell you steps, work through it together) $3.75/ 5apples = $?/ 1apple ($)3.75*1(apple) = ($)z*5(apples) ($)3.75*1(apple)/ 5(apples) = ($)z ($)3.75/5 = ($)z 3.75/5 = z 0.75 = z $0.75/ apple Have them do another example. Jughead traveled to Ireland by plane. The plane traveled 4200 miles in 8 hours. How fast was the plane going? 525 mi/hr Have the students look back to the graphs slopes from the warm-up.

Think-Pair-Share: Are they rates? Why or why not? Rationale: Helps solidify what a unit rate is and shows the teacher which students still are struggling. NCTM Standards of Reasoning, Proof, and Communication What are the two units being compared? Change in y over change in x. Remember change in x is on the bottom. Which one of the slopes is a unit-rate? (Check to see if students understand that the second quantity is one. If there is still confusion, go over it again.) Example: Find the unit rate of the equation: y=4/3x+3 Rationale: Step-by-step instruction will encourage full understanding. NCTM Standard of Structure, Reasoning, and Proof What is the rate? It is the slope: 4/3 Set up for cross-multiplication: 4/3=z/1 Cross multiply: 4=3z Divide: 4/3=z Unit rate is (4/3)/1 How can you tell the unit rate if do not have the equation? Remember how to find slope? What is slope? Rationale: Using scaffolding to relate what they are learning back to prior knowledge Change in y/ change in x (Rise/Run y is tall (rise)/ x has legs (run))

Ex. Graph with points (3, 5) and (7, 7) So, see how y and x change between two points -One point - other point Ex. (7-5)/(7-3) = 2/4 Find unit rate of fraction, by cross multiplication and dividing Ex. 2/4 = z/1 2 = 4z 2/4 = z =z Unit rate is ()/1 Does that look how much y is moving as x moves 1? Have students work on two more examples: Graph with points (2, 5) and (3, 2) Unit Rate: -3/1 Graph with points (8, 3) and (3, 1) Unit Rate: (5/2)/1

Practice Activity (10mintues): The Sale Store and Musketeer Store (all for one store) Have two stores, one store that has everything bundled (5 for $3, etc.) and another store that sells everything individually. Hand out random grocery lists for them to do (at-risk get simpler equations, gifted receive more challenging). Have them choose which store gives them the better deal. They will have to do this by calculating the unit rates of the items at the Sale Store and comparing them to the already unit rates of the Musketeer Store.

Rationale: This activity will show the students a real-life example of when unit rate will come into use. The grocery lists are also a good way to differentiate instruction. NCTM Standards Problem Solving, Connections, and Representation

Assign Homework (5 minutes): A graph worksheet with different sloped lines. The students find the unit rates of the lines and crack the code. Rationale: The worksheet is a fun way for students to practice finding unit rates from a graph. It also helps them determine whether or not they understand the method, by whether or not the cracked code makes sense.

Closing Activity (5 minutes): Have them work on an exit slip and hand it in on the way out. Rationale: Gives them quick practice problems before they leave, so they leave with the math in their heads. Also this is the summative assessment, allowing the teacher to know who understood and who did not for the following lesson.

Unit Rate Project Students will find a recipe and transform it into a Unit Rate Recipe. This requires them to locate a recipe, from a cookbook, internet, etc., with at least 5 ingredients and shrink it down by using unit rates. They can do this by serving size, if the recipe provides that, or by one ingredient. Rationale: The project will have students apply unit rates to real life in a fun, practical manner. Also, by allowing them to choose their own recipes, projects are bound to be diverse. NCTM Standards of Problem Solving, Reasoning, Proof, Connections, and Representation

Abigail Bohler

Name: ________________________________ 1. Write the following ratios as fractions: a) 60 miles per hour _____

b) $4.95 for 5 hotdogs

_____

c) 2 pizzas for 3 people

_____

2. Graph the following linear equations. What are their slopes? a) y=2x+2 b) y=1/3x

c) y=5

Name: ____________________________ 1) Write the rate as a unit rate: a. 60 miles per 3 hours

b. $4.95 for 5 bananas

2) Find the unit rate of the graph: a.

b.

3) What are two situations in life that we make use of rates and unit rates?

Unit Rate Recipe Project

You will be taking a recipe and transforming it into a Unit Rate Recipe. Find a recipe, (from a cookbook, internet, etc.) with at least 5 ingredients, and use your knowledge of unit rates to shrink it down. You can do this by shrinking it down to a single serving (if the recipe provides that information) or by one ingredient. For example: Shrinking it down by serving size Recipe: Banana Split Original Recipe uses 3 bananas and serves 6 people. To find how many bananas are in a single serving 3 bananas/ 6 people = z bananas/ 1 person (3 bananas)(1 person) = (z bananas)(6 people) (3/6)bananas = z bananas =z So there is banana in a single serving of a banana split Or if shrinking it down by an ingredient Original Recipe uses 3 bananas and 10 scoops of ice cream, but you only have 1 banana 10 scoops/ 3 bananas = z scoops/ 1 bananas (10 scoops)(1 banana) = (z scoops)(3 bananas) (10/3)scoops = z scoops So you would use 3 and 1/3 scoops of ice cream if you only have one banana

Your project should: Have the original recipe with at least 5 ingredient and at least 1 fraction ingredient Have the new unit-rate recipe and how you created it (by single serving or ingredient) Have your work for how you got each unit rate on a separate sheet of paper Be neat and organized!

Name: __________________________

Graphical Witticisms
Find the unit rate of each line and put the letter of the line in the space with its unit rate. Show your work on a separate sheet of paper. The graphs and lines are used for both questions.

What do you call donuts playing basketball?

,
____ ____ ____ ____ ____ ____ 2 0 (-1/2) /1 (4/5)/1 6 (-1/2)/1

____ ____ ____ ____ ____ ____ ! 2 1 (-1/2) /1 0 ( 3/7)/1 -2

What do you call a fake noodle?

(-4/7)

____ ____ /1 ( -1/2)/1

____ ____ (1/9) 6 /1

____ ____ ____ ____ ____ !

(3/2)

/1

(-4/7)

/1

-2

(3/7)

/1

(-4/7)

/1

Abigail Bohler Determining Unit Rates Whiteboard Notes and Slide Notes (for 10 minute oral presentation)

Where are we at in the lesson? Earlier students:

NOW Write formal definition of unit rate on board or slide:

Also explain informally.

Now which of the following rates are unit rates? Write on board or on slide: 40miles/hour 1 watermelon/3 friends $3.75/5 apples 15cats/ lady

Everyone write your answers down. Clarify what unit rate is, if still confusion. We can identify unit rates, but can we make them? Lets use the example 1 watermelon/3 friends and make it a unit rate. We have 1 watermelon. Draw a watermelon on the board.

And it needs to be split up amongst 3 people. Split watermelon up into 3 parts.

How much of the watermelon will each person get? Thats the unit rate. Now lets try finding the same unit rate by simplifying fractions with cross multiplication and solving for z. Write and explain process on board: 1watermelon/ 3friends = ?watermelon/ 1friend 3(friends)*z(watermelon) = 1(friend)*(watermelon)

We want z on one side to solve for it. z(watermelon) = 1(friend)*(watermelon)/ 3(friends) z(watermelon) = 1(watermelon)/3 z = 1/3 So unit rate is (1/3)watermelon/ friend Now lets try to make our other example into a unit rate. Have students provide the steps to find unit rate and write on board: $3.75/ 5apples = $?/ 1apple ($)3.75*1(apple) = ($)z*5(apples) ($)3.75*1(apple)/ 5(apples) = ($)z ($)3.75/5 = ($)z 3.75/5 = z 0.75 = z $0.75/ apple Lets do another example. Say and write on board or on screen:

Have students do on their own, while you walk around to see who is and isnt struggling. Go over problem on board if necessary. 4200miles/(8)hours = z miles/hour

(4200miles)(1 hour) = (z miles)(8 hours) ((4200miles)(1 hour))/(8 hours) = ((z miles)(8 hours))/(8 hours) (4200/8)miles = z miles 4200/8 = z 525 = z 525 miles/hour Lets look back at our warm-up. Are the slopes in the graphs rates? Why or why not? ThinkPair-Share What two quantities are being compared? Draw a graph. y

x The change in y/ the change in x is whats being compared. Remember rise over run (y is tall, rising and x has legs, running; x also looks more squished, because its on the bottom).

AFTER: Students will learn how to find the unit-rate of a slope.