Teacher(s)
ALEXANDRIA TOWNSHIP PUBLIC SCHOOLS ANNUAL UNIT PACING GUIDE
Subject Area:
Unit Title
Anticipated Dates of Unit
ALEXANDRIA TOWNSHIP PUBLIC SCHOOLS UNIT PLANNING TEMPLATE
Teacher(s) Hoyda
Grade Level: 6th
Subject Area: Math (Ratio and Proportional
Anticipated Length of Unit: 6 weeks
Relationships)
Learning Targets
Student Learning Objectives: 6.RP.A.1,2,3 Understand ratio concepts and use ratio reasoning to
solve problems.
By the end of this unit of instruction, all students will……..
Know (facts, vocabulary)
Understand (concepts)
Be able to Do (skills)
Ratio, proportion, unit rate/unit
Use ration language to describe
Be able to describe a relationship
price, tape diagram, constant
a ratio relationship between 2
between quantities
speed, percent
quantities
Find missing measures in a
Recognize multiple equivalent
proportional relationship
representations of ratios (1:2, 1
to 2, ½)
Compare values using unit rate
and unit price
Use rate language in the context
of a ration relationship
Convert units of measure
Solve real world problems using
rations and unit rates
Plot constant rates on a
coordinate graph
Equivalent ratios are
proportional
Solve basic percent problems
Unit refers to one item
Distance = rate x time
By the end of this unit of instruction, some students will…….
Know (facts, vocabulary)
Understand (concepts)
Percent discount/sale price
Compute unit rates associated
Dimensional Analysis
with rations of fractions
measured in like and unlike units
Use proportional relationships to
solve multistep ration and
percent problems
Learning Experiences
Critical Unit Questions:
How can ratio and proportion be used to find unknown quantities?
How can unit rate be used as a source of comparison?
Model real world problems using
tables, tape diagrams, double
number line diagrams and
equations
Be able to Do (skills)
Calculate the sale price of an
item given original price and
percent of a discount
Multiply and divide ratios to
convert units
What is the relationship between proportion and percent?
How can models be used to represent real world situations?
Unit Pre-Assessment(s): Model Curriculum Assessment
Topics & Timeframe
Ratio – 1 class
Proportion – 3 classes
Unit rate/unit price – 2 classes
Percent – 4 classes
Real World application – 3
classes
Modeling Proportion – 6 classes
Unit Post-Assessment(s): Test
General Description of
Instructional Activities
Language of ratio
Mathematical comparison
Equivalent ratios
Determining proportionality
Solving for unknown quantities
by setting up algebraic equations
Compare prices of items
Convert measurements of
different units
Meaning of percent
Parts of a percent problem
Setting up percent as a
proportion
Calculating percent
mentally(tips/discounts)
Solve real world problems using
percent, unit rates, proportions
Set up tables and graphs to show
relationships between quantities
Plot pairs of values on a
coordinate plane
Solve problems involving
constant speed
Use tape and double line
diagrams to model proportions
Formative Assessment(s)
Observation of practice
problems, Journal, Centers
Observation of practice
problems, Journal, Centers
Observation of practice
problems, Journal, Centers
Observation of practice
problems, Journal, Centers
Observation of practice
problems, Journal, Centers
Observation of practice
problems, Journal, Centers
ALEXANDRIA TOWNSHIP DAILY LESSON PLANNING TEMPLATE
Teacher(s)
Date:
Subject Area:
Lesson Title:
Learning Targets
By the end of this lesson, all students will……..
Know (facts, vocabulary)
Understand (concepts)
Be able to Do (skills)
By the end of this lesson, some students will…….
Know (facts, vocabulary)
Understand (concepts)
Be able to Do (skills)
Learning Experiences
Description of Whole Class Experiences:
Grouping Strategies:
Differentiated Experiences
Description of Process
Exceeds Expectations
Approaching
Beginning
Description of Formative Assessment Task(s):
Description of Product
ALEXANDRIA TOWNSHIP PUBLIC SCHOOLS UNIT REFLECTION FORM
At the conclusion of your unit of instruction, please rate the degree to which you believe the unit met
the following criteria.
Unit Criteria
Strong
Moderate
Weak
Challenging content that required students to use higher
order thinking and problem solving skills.
Allowed for student choice.
Provided varied activities designed to address different
learning styles and preferences.
Provided opportunities for student reflection and selfassessment
Provided data that could be used to inform and adjust
instruction to better meet the needs of varying learners.
Fostered the use of technology as a tool to develop critical
thinking, creativity and innovation skills.
The next time this unit is taught I will……..