Ratios and Rates in Beading: Lesson 5: Cedar's Sales
WISELearn Grant Lesson Plan (Please delete all red italics directions before you submit)
Title: Cedar’s Sales | Author:Sara Mattson-Blume | ||
Subject(s): Mathematics | |||
Grade Level(s): 6 | Total Time: 1 class periods | ||
Overview / Description:
xThis 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 tables to graph ratio and rate relationships
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.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 | ||
Warm-Up A quick review problem. Ask students for strategies. Observer which students use what strategies as an informal assessment. Hopefully students will be confident and start the lesson in a positive mindset. | WG | 5 minutes | ||
Part 2: Use this problem as a guided whole group problem or allow students time to work independently and help as needed. If you want a worksheet for independent work, see the last slides. | SM/WG | 15 minutes | ||
Part 3: The Key Chain Problem is similar to the first problem with different numbers and is meant for independent practice. | SM/WG | 15 min | ||
Closure: Discussion Compare the two graphs, noting how the slope (you don’t have to use that word) shows the higher and lower rate of income. | WG | 10 min |
Assessment: What evidence will you collect of student learning?
This lesson will wrap up with a discussion so that students can articulate their ideas with tables and graphs.
Wrap-Up: See Closure Discussion