# Unit: 4 Daily Agenda

```Unit : 4
st
1 , 2nd, 5th
Florida Standard(s):
Benchmarks, descriptions,
DOK levels, standards
unpacked (know/do)
highlighted
Unit Rate Including Percents
Dates:
10/26 through 10/30/15
Week 1 of 2nd Nine Weeks
MAFS.6.NS.2.3 (DOK 1):
Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.
divide multi-digit decimals using the
standard algorithm for each operation with speed and accuracy
MAFS.6.NS.3.8 (DOK 2):
Solve real-world and mathematical problems by graphing points in all
four quadrants of the coordinate plane.
Graph points in all four quadrants of the coordinate plane.
real-world problems by graphing points in all four quadrants of
the coordinate plane.
MAFS.6.RP.1.2 (DOK 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. For
example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so
there is 3/4 cup of flour for each cup of sugar.” “We paid \$75 for 15
hamburgers, which is a rate of \$5 per hamburger.”
Identify and calculate a unit rate.
Use appropriate math terminology as related to rate.
the relationship between a ratio a:b and a unit rate a/b where b
≠0
MAFS.6.RP.1.3 (DOK 2): Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or
equations.
b. Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then at
that rate, how many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
means 30/100 times the quantity); solve problems involving finding the
whole, given a part and the percent.
a table of equivalent ratios using whole numbers.
Find the missing values in a table of equivalent ratios.
Plot pairs of values that represent equivalent ratios on a coordinate
plane.
that a percent is a ratio of a number to 100.
Find a percent of a number as a rate per 100.
Use tables to compare proportional quantities.
Apply the concept of unit rate to solve real-world problems involving
unit pricing.
Apply the concept of unit rate to solve real-world problems involving
constant speed.
ratio reasoning to convert measurement units in real-world and
mathematical problems.
ratio reasoning to convert measurement units by multiplying or
dividing in real-world and mathematical problems.
real-world and mathematical problems involving ratio and rate.
Solve real-world problems involving finding the whole, given a part
and a percent.
Learning Goal: Students will understand ratio concepts and be able to use ratio and rate reasoning to
solve real-world and mathematical problems using various models.
Assessments Pre Assessment:5 question pre-test
Formative Assessments: CPALMS, Exit Tickets, Journal Writing, Thinking Maps
Summative Assessment: Quizzes, Tests, Work Text pages, IXL , Penda Learning
Essential Question(s):
Progress Monitoring/ Homework, Quiz, Spiral Notebook Checks, Journal Writing, Summative Assessment,
Feedback Loop IXL, Penda Learning
Higher Order Question(s)
 How do you identify the unit rate in a table, graph, and equation?
 Why is the unit rate instrumental when comparing rates?
Key Vocabulary
-axis
-axis
Monday, 10/26/15
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Unit: 4
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Teacher Works, You Enjoy
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Tuesday, 10/27, On Wed. schedule
Daily 
Objective
BELL RINGER 
( 5 Minutes)
I DO: 
Daily Agenda
Unit: 4 Daily Agenda
Rigor Level: 2
Rigor Level: 2
Deconstruct standards &amp; understand Unit 4 (Rates, &amp; % ) Expectations
Create a tree map of Unit 4 Standards: Do / Know / Use Prior Knowledge
Explain Unit 4 Standards, Explain Math “Allowance”
WE DO: 
YOU DO: 
Homework 
Re-visit Social Contract, Deconstruct standards , Write Unit 4 goal
Take pre-test and write brief summary on what it is you are expected to learn during this unit.
Exit Ticket, if not completed (Teacher: Save Engage NY 6.1 Lesson 14 &amp; 4 Quadrant Graphing
Puzzle to Desktop)
On a sheet of paper to turn in: What is your 2nd Nine Week’s grade Goal and HOW will you
achieve it?
EXIT TICKET: 
(5 minutes)
Wednesday, 10/28
Unit: 4 Daily Agenda
TC “Orange slice” TB= Text Book
Daily Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Know parts of a Coordinate Plane and plot ratios in all four quadrants
Review dividing decimals: TC TB pg 132 ( 49, 51)
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Demo parts of a Coordinate Plane and plotting ratios TC
Mini- Task : Plot Ratios on the Coordinate Plane
TC TB pg 492-493 Create and label a Coordinate Plane on graphing board or graph paper; Plot
Projected Ratios
TC TB pg 494 (1-6)
What is your plan to become or maintain proficiency on MAFS 6NS 2.3?
Thursday, 10/29
Unit: 4
Daily Agenda
Rigor Level: 2
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Know parts of a Coordinate Plane and plot ratios in all four quadrants
TC TB pg 494 (13-18)
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Check BR for accuracy, Explain directions and distribute “You Do” papers
Review the way to write ordered pairs from a ratio
Four Quadrant Graphing Puzzle &amp; Engage NY 6.1 Lesson 14
Finish “You Do”
Turn in “You Do” papers
Friday, 10/30 Day B4 Halloween!
Daily Objective 
BELL RINGER 
( 5 Minutes)
I DO: 
WE DO:
You DO:
Homework
EXIT TICKET:
(5 minutes)
WT = Work Text


Homework 
EXIT TICKET: 
(5 minutes)
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level: 2
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Unit: 4
Daily Agenda
Rigor Level: 2
Graph points in all four quadrants of the Coordinate Plane
Skittles Ratio Math
Give common numbers for all to use to fill out Skittles Ratio Activity
Review direction
Any Questions?
Halloween Coordinate Graphing
Be safe! Have fun! Eat lots of candy! Brush your teeth lots!!
Rate yourself from the Rates Scale in your journal
Note: Learning Scales and Accommodations are below.
Rates Scale
LEVEL
STUDENTS WILL:
Go beyond what was taught and make connections to the real world.
4
3
For example:Bring in something (picture, article, magazine, etc.) that relates this unit to the real
world and write a paragraph explaining how they relate or how they are actually used.
 Solve real world problems
- By graphing points in all 4 quadrants of the coordinate plane
- Involving ratio and rate
- Involving finding the whole, given a part and a percent.
2
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Calculate a unit rate
Find the percent of a number as a rate per 100
1
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Graph points in all four quadrants on the coordinate plane
Use appropriate math terminology as related to rate
Analyze the relationship b/w a ratio and a unit rate
0
Even with help no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
Higher level questioning
in classes
• Costa’s Level 1: Students
in the text.
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
Problem solving in groups
that help students
understand
• vocabulary activities
• accessing prior knowledge
• making predictions
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
• summarizing
• group projects
• using the notes to study
Reflective writing
they have learned and what
they still need
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.
Student Friendly Mathematical Practice Statements
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
• Make a plan!
• Try different approaches when your problem is hard.
• Solve your problem in more than one way.
• Check whether your solution makes sense.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
• Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
• Explain both what to do and why it works.
• Work to make sense of others’ mathematical thinking.
MAFS.K.12.MP.4.1 Model with mathematics.
• Apply math to real-world situations.
• Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
• Choose appropriate tools for your problem.
• Use mathematical tools correctly and efficiently.
• Estimate and use what you know to check the answers you find using tools.
MAFS.K12.MP.6.1 Attend to precision.
• Communicate your mathematical thinking clearly and precisely.
• Use the level of precision you need for your problem.
• Be accurate when you count, measure, and calculate.
MAFS.K12.MP.7.1 Look for and make use of structure.
• Find, extend, analyze, and create patterns.
• Use patterns and structures to solve problems.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
• Use patterns and structures to create and explain rules and shortcuts.
• Use properties, rules, and shortcuts to solve problems.
• Reflect on your thinking before, during, and after you solve a problem.
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