Table of Contents I. Unit Overview p. 2 II. CMP Pacing Guide p. 3 III. Pacing Calendar p. 4-5 IV. Math Background p. 6 V. PARCC Assessment Evidence Statement p. 7-9 VI. Connections to Mathematical Practices p. 10 VII. Vocabulary p. 11 VIII. Potential Student Misconceptions p. 12 IX. Teaching to Multiple Representations p. 13-15 X. Unit Assessment Framework p.16 XI. Performance Tasks p.17-21 XII. Assessment Check p. 22 XIII. Summative Task p. 23 XIV. Extensions and Sources p. 24
1 Labor Day 2 OPENING DAY SUP. FORUM PD DAY 3 PD DAY 4 PD DAY 5 PD DAY 6 7 8 PD DAY? 9 1st Day for students 10 Unit 1: Ratios & Proportions Readiness Assessment 11 12 13 14 15 16 17 Assessment: Partner Quiz 18 19 Performance Task 1 Due 20 21 22 Assessment: Check Up 1 23 24 12:30 pm Dismissal for students 25 26 Assessment: Check Up 2 27 28 29 30 OCTOBER Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Assessment: Check Up 3 2 3 4 5 6 Assessment: Unit 1 Assessment 7 8 9 Unit 1 Complete Performance Task 2 Due 10 11 12 13 14 15 16 17 18 19 20 21 22 23 12:30 pm Dismissal for students 24 25 26 27 28 29 30 12:30 pm Dismissal for students 31 Unit 1 Math Background Rational numbers are a focal point for middle school students. The goal of this unit is to help students deepen their understanding of equivalent fractions and develop this understanding as they explore ratios. Throughout the unit students will learn to compare with ratios for specific cases. This will assist them in improving their multiplicative thinking and prepare them for proportional reasoning.
to 100. Provide examples of percent amounts that are greater than 100%, and percent amounts that are less than 1%. Students may not distinguish between proportional situations and additive situations. Students may not realize that although they may have added to find equivalent ratios, they did not add the same amount on both sides. Students may still not understand the need to keep the same rate when thinking proportionally. Teaching Multiple Representations Assessment Framework Unit 1 Assessment Framework Assessment CCSS Estimated Time Format Graded ? Unit Readiness Assessment (Beginning of Unit) CMP3 5.NBT.A.1, 4.NBT.A.2, 5.NF.B.3, 5.NF.B.7, 5.NBT.A.3b 1 Block Individual No Assessment: Partner Quiz (After Investigation 1) CMP3 6.RP.A.1, 6.RP.A.3, 6.RP.A.3a, 6.NS.B.4 ½ Block Group Yes Assessment: Check Up 1 (After Investigation 2) CMP3 6.RP.A.1, 6.RP.A.2, 6.RP.A.3, 6.RP.A.3b, 6.NS.B.4 ½ Block Individual Yes Assessment: Check Up 2 (After Investigation 3) CMP3 6.NS.C.6a, 6.NS.C.6c, 6.NS.C.7b, 6.NS.C.7c ½ Block Individual Yes Assessment: Check Up 3 (After Investigation 4) CMP3 6.RP.A.1, 6.RP.A.3, 6.RP.A.3b, 6.RP.A.3c, 6.NS.B.2 ½ Block Individual or Group Yes
Unit 1 Assessment (Conclusion of Unit) Model Curriculum 6.RP.A.1, 6.RP.A.2, 6.RP.A.3a, 6.RP.A.3b, 6.RP.A.3c 1 Block Individual Yes Unit 1 Performance Assessment Framework Assessment CCSS Estimated Time Format Graded ? Performance Task 1 (Mid-September) Mangos for Sale 6.RP.A.2 ½ Block Group Yes; Rubric Performance Task 2 (Early October) Gianna’s Job 6.RP.A.3, 6.RP.A.3a ½ Block Individual w/ Interview Opportunity Yes: rubric Assessment Check 1 (optional) 6.RP.A.1, 6.RP.A.3a, 6.RP.A.3b, 6.RP.A.3c, 6.NS.C.6c Teacher Discretion Teacher Discretion Yes, if administered Summative Tasks (optional) 6.RP.A.1, 6.RP.A.2, 6.RP.A.3 Teacher Discretion Teacher Discretion Yes, if administered Performance Tasks Performance Task 1: Mangos for Sale (6.RP.A.2) A store was selling 8 mangos for $10 at the farmers market. Keisha said, “That means we can write the ratio 10 : 8, or $1.25 per mango.” Luis said, “I thought we had to write the ratio the other way, 8 : 10, or 0.8 mangos per dollar." Can we write different ratios for this situation? Explain why or why not.