# Ratios and Rates in Beading: Lesson 3: Cedar's Beading Supplies

WISELearn Grant Lesson Plan

Title: Cedar’s Supplies | 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 . . .

- to find unit rates
- to solve ratio and rate problems using tables, tape diagrams, and equations.

Workplace Readiness Skill: (place an X in front of all which apply)

| Social Skills | x | Communication | ||

| Teamwork | x | Critical Thinking | ||

x | Attitude and Initiative |
| Planning and Organization | ||

| Professionalism |
| Media Etiquette |

Content Standards:

M.6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

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.

b. Solve unit rate problems including those involving unit pricing and constant speed.

Materials: (include and link all necessary handouts, videos, additional resources so any teacher can use this lesson/unit with minimal prep)

Cedar’s Supplies slides

Cedar’s Supplies pdf

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 | ||

Warm-Up: Which One Doesn’t Belong This is a classic warm up problem in which students compare four images for mathematical relationships and attributes. All belong and all don’t belong. The important part of this activity is student application of ratio language. Some of the reasons are: Students may come up with more. | WG | 10 minutes | ||

Part 2: Students should work in small groups to solve the task. They can put their ideas on paper as a poster. Circulate and monitor student thinking. Each group posts their ideas for the others to see, so that the whole class can discuss strategies with these new types of problems- rates. | SM/WG | 15 minutes | ||

Part 3: Assign problems in this problem set to extend student thinking and experience. Problems can be done in any order and with the strategies already known by students. | I | 15min | ||

Closure: Exit Card Now that students have experience with rates, solicit student definitions to determine their thinking about these types of problems. Define Rate. | I | 5 min | ||

Assessment: What evidence will you collect of student learning? Link assessment tools here.

Check practice work for understanding.

Wrap-Up: Define rate

As a whole class or individually, have students define rate to gain insight into their thinking about these problems.