# Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity

```Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity Sheet
Example of rigor
discourse.SMP3*
The CEPA rubric
Two examples of
visual models
An example of realworld ratio (application)
An example of
suggested
extended learning
activity
Teacher background
content/notes with
definitions for ratio and unit
rate
Reference to the use of
the double number line
An example of
possible formative
assessment
A task in a lesson that
Reference to the
use of a tape
diagram
An example of assumed
prerequisite student
knowledge needed for a
lesson
Guidance for possible
student misconception
An example of
possible formative
assessment
An example of
suggestions for
differentiation
Massachusetts Department of Elementary and Secondary Education - Exploration: A Deeper Dive into a Model Curriculum Unit for Mathematics Handout
Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity Sheet with possible answers
Example of rigor
(Lesson 2, In-class Work page
23; lesson 2, Practice Sheet,
Problem 2 page 21;
An example of suggested
extended learning activity
(Lesson 10, page 80, under
“Extended learning/ Practice
(homework)”.
Reference to the use of a tape
diagram
(Lesson 7, page 65 Example
problem under Teacher
Background Information; page
69 under Teacher Content
Knowledge )
discourse.SMP3*
(Sample picks only)
The CEPA rubric
Two examples of visual models
(Pages 131, 132)
(Lesson 4, In class work, page
39)
Teacher background
content/notes with definitions
for ratio and unit rate
(Lesson 1, page 11)
An example of assumed
prerequisite student knowledge
needed for a lesson
[Lesson 7, “Students understand
that division problems can be
expressed in fraction form, e.g.
&frac34; = 3 &divide;4(6.NS.1)”, page 62]
Reference to the use of the
double number line
(Lesson 5, pages 45-46 under Content
Background for Teachers. Models
shown are “double number line and
tape diagram.)
An example of real-world ratio (application)
(Lesson 4, Homework problem 4, “The recipe for
Pumpkin Dog biscuits…” page 42; lesson 5 In class
Practice problem 3 “The Green Team Field Trip”
page 50))
(Lesson 11, page 101 under
Teacher Background
Knowledge)
An example of possible formative
assessment
(Lesson 7 discussion on “what is a
rate?”page 63; Lesson 10, Warm up
problem “In this week’s grocery
circular, Giant Food…”, page 79)
Guidance for possible
student misconception
An example of what students will
know at the end of the lesson
An example of suggestions for differentiation
(Lesson 1; page 11
“Students may be confused
quantities. For example, a
comparison of 2 wins to 3
loses….”
(Lesson 3, page 26, “Mathematical
strategies for solving problems
involving ratios…”; lesson 5, page 43,
“When it is appropriate to use ratios
to solve mathematical or real-world
problems.”)
(Lesson 5, problem 3, page 45)
(Page 55 “Scaffolding for at-risk students: …)
Massachusetts Department of Elementary and Secondary Education - Exploration: A Deeper Dive into a Model Curriculum Unit for Mathematics Handout
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