NAME:

Meghan Linekin

SUBJECT:

Mathematics Unit Ratios

What subject are you

teaching?

GRADE LEVEL (K to 8th):

5th Grade

What approximate grade level

(from K to 8) is your objective
geared towards?

Objective(s):

SWBAT identify a rate.

SWBAT identify a unit rate.
SWBAT understand the difference and relationship between rate
and unit rate.
SWBAT solve problems involving ratios, rates, equivalent ratios
and comparing unit rates.

Key

Concepts/En
during
Understandi
ngs:

What content
will students
need to know in
order to get to
mastery?

Prior to engaging in this lesson/activity, the students must

have a firm understanding on how to identify and simplify ratios
as well as how to identify equivalent fractions. In order to
assure the students understanding of this, their Do Now:
Remembering Ratios and Equivalent Fractions exercise will
focus on these two concepts.
For todays lesson, the students must understand the
difference between rates and unit rates, and the strategies
necessary to convert a rate into a unit rate. I will place
significance on unit rates being associated with one unit of a
given quantity while a rate has to do with a simple ratio of
possibly more than one unit.
Mastering this content will require their understanding of
finding equivalent fractions (as is assured in the Do Now).
This content will be taught through the I/We/You portion of the
lesson through a mixture of whiteboard and think aloud
instruction, a whole class example of converting rates into unit
rates and an individual exercise involving a hands on exercise.

Do Now:

Cut and paste

the activity for
the DN into the
box.

(2m)

I will present the Do Now: Remembering Ratios and

Equivalent Fractions worksheet prior to the students entering
the room. The students will then be told to read the instructions
and complete the problems presented to them. I will remind the
students to show their work in completing the activity as it is
important for what we are going to learn in todays lesson.

Agenda/Hoo

(1m)

k:
Script what you
will say/do to
introduce the
lesson

Heart of the
LESSON:
I:
Present/Mod
el

Script Think
Alouds

We:
Guided
Practice

Script questions
Anticipate
misconceptions
Include ongoing
checks for
understanding

You:
Independent
Practice

Define the
assignment and
how long
students will
work

After the students have finished the Do Now: Remembering

Ratios and Equivalent Fractions worksheet, I will cold call on
the students to quickly review the worksheet and address any
questions.
Teacher: Now that we all remember a bit about ratios and
equivalent fractions, we are going to introduce a new concept
unit rates! Unit rates are used very frequently in our daily lives
Activities:
I Do/Present/Model (5m)
Teacher: In order to understand and solve problems using
unit rates, we first need to understand rates!
-*Write rate definition on the board while
simultaneously reading it aloud Rate: a ratio involving 2
quantities of different units*
Teacher: A rate is when you compare two things that
arent normally measured together, like ounces to pounds!
You can find examples of rates every day; the price of
gasoline, getting paid on an hourly wage, etc.
To connect to student background knowledge and home
lives: Teacher: Now, when you are driving down the
highway with your Mom, Dad, Grandpa, Grandma, etc.,
what do you see on the side of the road?
-Possible student responses: Trees Animals Grass
Speed limit signs
Teacher: Perfect! And what is an example as to what you
would see on those signs?
Possible student responses: 25 55 Teacher: 25
What? Possible student responses: Miles per hour!
Teacher: Exactly, this is an example of a unit rate! You are
traveling 55 miles in 1 hour
-*Write unit rate definition on the board while
simultaneously reading it aloud Unit Rate: Rate for one
unit of a given quantity. The denominator is 1
To connect to student background knowledge and home
lives: Teacher: Lets look at another example, have any of
you ever looked at the nutrition label on anything?
-*Discuss servings and calories per serving* Teacher
My favorite Girl Scout Cookies are Thin Mints lets use
Thin Mints as an example
We Do/Guided Practice (2m)
Write on board as we go along.
Teacher: 1 serving of Thin Mints is 6 cookies, and there
are 420 calories in 6 cookies what would the rate be
here?
Student: 420:6
Teacher: Perfect! Now how can we find out how many
calories are in just 1 cookie to find the unit rate? *If the

students are struggling Teacher: It is similar to finding

equivalent fractions like in the Do Now!*
Student: Equivalent Rate
Teacher: Great. Lets write our rate on the board as a
fraction:

420 calories
420 calories per 6 cookies I eat.
6 cookies

What can we set this fraction equal to (equivalent

fractions) to find out how many calories are in 1 cookie?
If the students are struggling with this concept: Teacher:
What are we trying to find here? How many calories are in
1 cookie! So what should our equivalent fraction
numerator be? And the denominator?

420 calories x calories

=

6 cookies
1 cookie

Student:

Teacher: Perfect! Remember when looking at unit rates

the denominator is always 1 Now, how do we go about
finding how many calories are in 1 cookie?

Student: Divide the fraction on the left by

6
6

to make

the dominator equal 1

Teacher: Great! *Use long division to divide 6 into 420
with the help of a student volunteer*
Teacher: So what is our unit rate here?

Student: 70 calories per 1 cookie or

Teacher: Exactly we found the unit rate finding the

rate (in this example calories) per 1 unit (in this example
cookies) Now, lets have you all work independently on
one more example

70 calories

1 cookie

You Do/Independent Practice (4 minutes)

Teacher: I brought in some nutrition labels for you all to
look at. On the given piece of lined paper, write down how
many pieces (cookies, crackers, chips) are in one serving
and how many calories are in one serving. Repeat the
steps we used above to find out how many calories are in
one unit of the food you got (1 cookie, 1 cracker, etc.)
I will walk around the room and observe the students
progress on this task, allowing them to ask questions and
using a scaffolding method to help them try to come to
their own conclusions.

Checking for Understanding: List the questions and

questioning strategy you will use.
I have stated the questions I will ask the students in the
Heart of the Lesson section above, such as: Now, when
you are driving down the highway with your mom, dad,
grandpa, grandma, etc., what do you see on the side of
the road?, What would you see on those signs? and
Now, how can I find out how many calories are in just 1
cookie to find the unit rate?
I will utilize a hand raising technique to allow students to
volunteer to answer my questions. If there is a lack of
participation or certain students are neglecting to raise
their hands, I will have students work in pairs to collect
their thoughts and then use a cold calling method.
Whenever possible, I will use a scaffolding style of
questioning, prompting students to refer to their
background knowledge on the topic and work towards
answering their own questions. I utilize this technique in
the We Do portion of the lesson.
CLOSURE:

Final Check for

Understanding
and/ or Exit
Ticket

(1m)

I will remind the students that unit rates do not only apply
to food and calories they can be applied to prices of produce
(fruits and vegetables) or gasoline, hourly wages for workers, or
street signs! You will practice some of these methods in
tonights homework.
I will then present the students with their homework,
informing them that there are questions on the worksheet
involving money, comparisons and other types of unit rates.
I will end the lesson by asking the students if they have
any final questions before I hand out the homework and let
them know they can approach me after class with any
individual questions.

HW
Assignment:

Necessary
Materials:

Do Now: Remembering Ratios and Equivalent Fractions

Worksheets
Dry Erase Markers
Nutrition labels to distribute to students
Lined Paper
Unit Rates Homework