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Exploring the MCUScape Grade 6 Ratio and Rates Unit Activity Sheet Example of rigor Task that addresses student 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 addresses SMP4* 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 ) Task that addresses student 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. ¾ = 3 ÷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)) A task in a lesson that addresses SMP4* (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 about the order of the 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