TEKS Lesson Plan/Unit Plan s10

Focus Plan Texarkana Independent School District

GRADING 4th Six Weeks PLAN CODE: PERIOD: Teacher: Tipton Course/subject: Mathematics

Grade(s): 8 Time allotted for 1 – 1½ hours instruction:

Title: Working with Unit Rates

Lesson TOPIC: Rates, Unit Rates, Proportions, Finding Solutions to Application Problems

TAKS Objective: Objective 1: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

FoCUS TEKS and Student (2) Number, operation, and quantitative reasoning. The student Expectation: selects and uses appropriate operations to solve problems and justify solutions. The student is expected to: (D) use multiplication by a constant factor (unit rate) to represent proportional relationships Supporting TEKS and Student (3) Patterns, relationships, and algebraic thinking. The student Expectations: identifies proportional relationships in problem situations and solves problems. The student is expected to: (B) estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates

Concepts Enduring Understandings/Generalizations/Principles The student will understand that A rate is a ratio of two measurements with different units. Rate A proportion is a statement of equality of two or more ratios. Proportion

A unit rate is a rate with a denominator of 1. Unit Rate

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District I. Sequence of Activities (Instructional Strategies)

A. Focus/connections As students enter the classroom, hand each student a Grocery Store Flier Worksheet. Explain to the class that they are going to get to do some grocery shopping for this lesson. After students are seated, ask the class to name the different grocery stores that their family uses. List the stores on the board. Ask your students why they think that their parents choose to shop at a particular store. Next ask your students which grocery store they think has the lowest prices.

B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.) Explain that in this lesson the class will compute prices for various items on sale. Discuss that often stores will sell items in the following format: 3 lbs bananas for $1.00. Ask the class how they would calculate how much 4 lbs of bananas would cost. Help your class set up the proportion to solve. $1.00 = x 3 lbs 4 lbs Remind the class that a rate is a comparison of two measurements with different units, such as miles to gallons or cents to pounds. A unit rate is a rate of a denominator of one. Next ask the class: How much would one pound of bananas cost? Set up the proportion to solve: $1.00 = x 3 lb 1 lb Next discuss and solve the following practice problems pertaining to unit rates with the class: Practice Problems Change the ratios below to unit rates: 2 miles in 45 minutes $7 in two hours 60 rotations in 3 minutes 720 miles in 5 days 200 movie theaters in 50 cities

After students have an understanding of the concepts of this lesson, begin the guided activity.

C. Guided activity or strategy Next place the class in groups of 2 – 3. Ask the groups to calculate the unit cost of the items on the Grocery Store Flier Worksheet. After groups have been given time to work, go over the correct answers with the class.

D. Accommodations/modifications Students requiring modifications may work with a peer to complete the guided activity.

E. Enrichment Students requiring enrichment may reteach the lesson in a small group setting during the guided activity.

II. STUDENT PERFORMANCE

A. Description Students will complete the Working with Unit Rates Worksheet individually.

B. Accommodations/modifications

C. Enrichment

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District iii. Assessment of Activities

A. Description Individual student grades may be taken on the Working with Unit Rates Worksheet.

B. Rubrics/grading criteria Grades may be taken based upon the Working with Unit Rates Worksheet Answer Key and Grading Rubric. C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

 Why is it important to know how to calculate unit rates?  In what other real world setting do you utilize rates?

IV. TAKS Preparation

A. Transition to TAKS context The teacher will lead the students in a discussion of how rate problems may look in test format by placing the following TAKS questions on the overhead/board.

B. Sample TAKS questions 1. Shelia made a scale drawing of a room. The actual room has a width of 16 feet and a length of 24 feet. Her drawing has a length of 3 inches. What is the width, in inches, of the scale drawing of the room?

2. Mr. Johnson is considering renting an office that has 325 square feet of space. The rent is $1,300 per month. A larger office in the same building is available for $2,100 per month at the same rate per square foot as the smaller office. What is the area of the larger office? A. 325 ftˆ B. 1,625 ftˆ C. 3,400 ftˆ D. 840 ftˆ

3. Mrs. Avery bought a 5-pound bag of white potatoes for $4.25. If red potatoes sold for $0.89 per pound, why did Mrs. Avery believe that she made the better buy? A. The number of red potatoes in a 5-pound bag is greater than the number of white potatoes in a 5-pound bag. B. The cost for all kinds of potatoes in 5-pound bags is the same. C. The cost per pound of white potatoes is $0.04 less than the cost per pound of red potatoes. D. The cost per pound of white potatoes is $0.04 more than the cost per pound of red potatoes.

V. Key Vocabulary Rate, Unit Rate, Proportion

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District VI. Resources

A. Textbook Glencoe Mathematics ~ Applications and Connections Chapter 3: Using Proportion and Percent  Ratios and Rates, pp. 104-106

B. Supplementary materials  Grocery Store Flier Worksheet  Working with Unit Rates Worksheet  Working with Unit Rates Worksheet Answer Key and Grading Rubric

C. Technology Students needing reinforcement may utilize the websites below: http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=1-57039-855- 0&chapter=8&lesson=1 http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-02-833051- X&chapter=8&lesson=4&headerFile=6

VII. follow up activities (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) A good follow-up lesson would be one introducing Ratios and Percents. Reviewing how to solve proportions would also be appropriate.

VIII. Teacher Notes You might want to incorporate a guest speaker into this lesson. Invite a local grocery store manager to talk with your students about how mathematics is used in business. The manager could discuss how companies price their products and how grocery stores put an item on sale.

Additional example to utilize if necessary: Real Life Application Long distance biking is great exercise. We biked the 35 miles of the Washington and Old Dominion Bike trail from Herndon to Purcellville, VA in 2 and one half hours. What was our rate per hour?

 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District