Ratios and Rates in Beading: Lesson 2: Cedar's Pattern
WISELearn Grant Lesson Plan
Title: Cedar’s Pattern | Author:Sara Mattson-Blume | ||
Subject(s): Mathematics | |||
Grade Level(s): 6 | Total Time: 1 class periods | ||
Overview / Description:
This lesson is part of a series of lessons that indigenize math education by including an art of the Native American tribes of Wisconsin-Menominee, Oneida, Ojibway, Ho Chunk and Stockbridge-Munsee. Beading has become ubiquitous in indigenous culture and is a modern art form. This context may be familiar to indigenous students as well as others. The unit starts with ratio identification and writing and moves to solving ratio reasoning problems, rate reasoning problems, and ends with graphing relationships. These are meant to supplement or replace current lessons.
Learning goals/objectives:
After completing this activity, students should be able to
- Use ratio reasoning to solve real-world problems using tables and tape diagrams.
Workplace Readiness Skill: (place an X in front of all which apply)
| Social Skills | x | Communication | ||
x | Teamwork | x | Critical Thinking | ||
x | Attitude and Initiative |
| Planning and Organization | ||
| Professionalism |
| Media Etiquette |
Content Standards:
M.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
M.6.RP.A.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 lines, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Materials: (include and link all necessary handouts, videos, additional resources so any teacher can use this lesson/unit with minimal prep)
Learning Activities:
Describe each step of the learning activity including strategies that will be used to meet the learning objective.
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
Learning Activity Task | WHO is responsible for this step? | Approximate time for task | ||
Part 1: Warm-Up Slide 3: Turn and Talk Cedar knows she bought 2 red beads for 3 blue beads. If She has 60 beads all together, how many red beads does she have? Give students some time to try. Evaluate their strategies and share. Connect their work to tape diagrams and tables. Slides 4 and 5 give examples. | WG | 15 minutes | ||
Part 2: Problem Set Each slide posts one task for students to solve. Give time for each task and discuss strategies. | SM/WG | 20 minutes | ||
Part 3: Closure Exit Card Hand out the confidence scales to students. They mark where they think they are on the continuum. Use this to monitor frustration levels and assist students as needed. | I | 5 min | ||
Assessment: What evidence will you collect of student learning?
At this point, teacher observation is the main assessment tool. Take note of student understanding, questions, and errors to build upon in future lessons.
Wrap-Up: See Closure Exit Card Question
Confidence Continuum. Slides