19 views

Uploaded by api-351865218

- The Rights of Prisoners in the New Regulation on the Execution of Punishment
- Data Interpretation Workbook.pdf
- Working With Numbers and Statistics
- Aptitude Test of ICICI, '05
- Scheme of Work - P6
- Duties of Prison Staff
- Malikow, Max Effective Teacher Study
- Basic Maths Student Handout.pdf
- Y6 Topic 4 n 5 Percentage n MONEY
- Allen Et Al. 2004 the Art of Rehabilitation
- Raffa The Debate on logos and diastēma in Porphyry’s Commentary on Ptolemy’s Harmonics
- National Science Foundation: MRI COV Rpt2000
- Pacific-Power--Judith-M-Ridenour
- 17-07-13 Los Angeles Jails the Mentally Ill
- 6.0b EvidenceStdWork Notes 0609
- Quants Basics
- grade 6 6 1 l11 l12
- description: tags: 0102Vol2Ch6aReturnOfFunds
- Rule: Spearmint oil produced in— Far West
- U01 Computation Wks

You are on page 1of 13

Unit Title: Incarceration Rates & Cost

Unit Duration: 16 Days

Standards: CCSS.MATH.CONTENT.7.RP.A.1

Compute unit rates associated with ratios of fractions, including ratios of lengths,

areas and other quantities measured in like or different units. For example, if a

person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex

1/2

fraction /1/4 miles per hour, equivalently 2 miles per hour.

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

CCSS.MATH.CONTENT.7.RP.A.2.A

Decide whether two quantities are in a proportional relationship, e.g., by testing

for equivalent ratios in a table or graphing on a coordinate plane and observing

whether the graph is a straight line through the origin.

CCSS.MATH.CONTENT.7.RP.A.2.B

Identify the constant of proportionality (unit rate) in tables, graphs, equations,

diagrams, and verbal descriptions of proportional relationships.

CCSS.MATH.CONTENT.7.RP.A.2.C

Represent proportional relationships by equations. For example, if total cost t is

proportional to the number n of items purchased at a constant price p, the

relationship between the total cost and the number of items can be expressed as

t = pn.

CCSS.MATH.CONTENT.7.RP.A.2.D

Explain what a point (x, y) on the graph of a proportional relationship means in

terms of the situation, with special attention to the points (0, 0) and (1, r) where r

is the unit rate.

CCSS.MATH.CONTENT.7.RP.A.3

Use proportional relationships to solve multistep ratio and percent problems.

Examples: simple interest, tax, markups and markdowns, gratuities and

commissions, fees, percent increase and decrease, percent error.

What students will be able to do-

quantities measured in like units

quantities measured in different units

Compute the unit rate as a complex fraction and the equivalent rational

number

proportional relationships

proportional relationship; check for a constant multiple between

measures of the two quantities when given a table

proportional relationships

proportional relationships

terms of the situation

terms of the situation

What a point (1, r), where r is the unit rate, on the graph of a

proportional relationship means in terms of the situation

TMfSJ Goals:

-Students will understand how racial profiling has impacted the prison population

-Students will recognize that the United States incarceration rate is the highest in

the world and be able to provide explanations for this issue and the implications it

has on those living in the United States

-Students will be able to explain how much money is spent on the prison system

in the United States and provide alternatives for that spending

-Students will be able to explain how the incarceration has changed over time and

provide explanations for this change as well as safe solutions to decrease

incarceration rate

Pretest: will be used at the beginning of the unit to assess students prior

knowledge on the concepts covered in this unit and assign students their learning

level for the unit. Learning levels are designed for differentiated independent

practice and organization during group work and station work. Students are

allowed to adjust their own learning levels if they feel the work is too challenging

or not rigorous enough but must first conference with the teacher.

Exit Slips: will be used daily to assess students understanding of concepts used

in lesson. Exit slips will be used to drive future instruction in the unit.

Quizzes: will be used to assess students comprehension and retention of major

concepts

Tests: will be used at the end of the unit to assess students comprehension and

retention of major concepts

Projects: will be used to assess students ability to apply lesson concepts to

promoting reform of our current prison system

7.RP.1 (Compute unit rates)- builds on students previous study of 6.RP.2

(understand unit rates) and provides a foundation for students work with

proportional relationships and linear equations

7.RP.2 (Proportional relationships)- relates to students work in 6th grade with unit

rates and ratios, particularly their understanding of 6.RP.2 & 6.RP.3. Mastery of

this standard will support students learning of functions in 8th grade (8.F.1 & 8.F.2)

and linear relationships (8.F.4, 8.EE.5, & 8.EE.6)

7.RP.3 (Multi-step ratio & percent problems) - builds upon students understanding

of 6.RP.3 (Solving problems with ratio) and facilitates future work in probability

unit

Essential Questions: How has the number of people incarcerated in the United States changed over

time?

Who is in our prisons?

How much is it costing us to keep people in prison?

What could we do with the money it takes to keep people in prison?

Required Texts: Parts of CMP3s Comparing & Scaling will be used but the context of the

investigations will be changed so that we can use the content to study the United

States Prison System

Relevant Census of State and Federal Correctional Facilities, 2005

Supplemental http://www.bjs.gov/content/pub/pdf/csfcf05.pdf (Page 6: Services offered to

Resources for either inmates)

Teacher and/or Prison Population: http://www.bjs.gov/content/pub/pdf/p13.pdf

Scholars: Percent increase/decrease: http://www.scoc.ny.gov/pop.htm (New York

inmate totals)

Unit Introduction:

http://ideas.ted.com/how-americas-justice-system-failed-our-children/

https://mic.com/articles/86519/19-actual-statistics-about-america-s-prison-

system#.BuBVFOx3G

https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice?

language=en

The following info graphics:

-Optional: ELA cross curricular study of The Other Wes Moore focusing on

factors that put children at a higher risk for future incarceration

Assessments: Summative: How will students mastery of unit goals and standards be assessed

at the end of the unit?

-Students will take an end of unit cumulative exam, which assesses students

mastery of each CCSS covered in this unit. The exam will assess students

procedural and conceptual understanding of each concept.

-Students will complete an end of unit project in which they will create there own

info graphics about incarceration rates, inmate population, and government

spending in regards to incarceration.

Daily Objectives

Monday Tuesday Wednesday Thursday Friday

SWBAT: Develop SWBAT: SWBAT: SWBAT: SWBAT: calculate

a list of questions determine what determine the part determine the total a percent

they would like to percentage a part given the percent it number of inmates increase/decrease

investigate of a whole is is of total and the in given countries SWBAT: Explain

throughout this unit SWBAT: describe total value when given the how the number of

CCSS: RI.7.9: the make up of the SWBAT: total world inmates have

Analyze how two or US prison determine the population of changed over time

more authors population using make up of the inmates and the CCSS:

writing about the percentages prison population percentage that 7.RP.3: Use

same topic shape CCSS: 7.RP.3: Use based on what type each country proportional

their presentations proportional of crime they represents of the relationships to

of key information relationships to committed total solve multistep

by emphasizing solve multistep CCSS: 7.RP.3: Use over time ratio and percent

different evidence ratio and percent proportional CCSS: problems.

or advancing problems. relationships to 7.RP.3: Use Task: Students

different Task: Students solve multistep proportional will be given a

interpretations of will learn how to ratio and percent relationships to graph of the prison

facts. determine a problems. solve multistep

Task: Students percentage of a Task: Students ratio and percent population in the

will be split into 6 whole though will be given data problems US over the last 30

groups. Each group exploring the racial about what types of Task: Knowing years and will be

will be assigned makeup, gender, asked to determine

crimes US inmates how to solve for the

one of 3 sources to

level of education, have committed part and the the percent

review (See

supplemental socioeconomic and they will percentage, increase

resources). Groups status of the approximate the students will (occasional

will participate in a current US prison current number develop a method decrease) between

jigsaw where they population (2015 of people serving for figuring out the specific years. They

will share census) time for each type total if given both will also be given a

information from table of the New

of crime when of these values.

their source and

given the total After discussing York state prison

begin generating a

list of questions number of inmates this, I will provide population in the

they would like to and the percent students with the past 10 years and

investigate. each type of crime total number of will be asked to

represents. prisoners in the determine the

world and the percent decrease

percentage that (occasional

specific countries increase) between

represent. Students specific years. In

will then need to groups, students

determine the total will discuss possible

number of inmates reasons for the

in the selected increase in prison

countries. This will population over the

facilitate a years and decrease

conversation about in NYs prison

how the US population over the

accounts for 25% of past 10 years.

the prison

population but only

accounts for about

4.5% of the worlds

population.

Research Day SWBAT: SWBAT: create SWBAT: create SWBAT: analyze

SWBAT: Explore determine unit rate tables and use proportional graphs of

some of the rates and use this unit rates to graphs, equations, proportional

questions they knowledge to begin determine missing and write verbal relationships with

have generated as exploring how values in a rate descriptions of special attention to

a result of what the much money it table proportional the points (0, 0)

mathematics costs to keep one SWBAT: relationships and (1, r) where r is

showed them about person in prison for determine if a CCSS: 7.RP.2b the unit rate.

the US prison a year relationship is CCSS: 7.RP.2d

Identify the

population CCSS: 7.RP.1 : proportional and Explain what a

constant of

CCSS: Compute unit rates identify the

associated with constant of proportionality (unit point (x, y) on the

Task: Students

ratios of fractions, proportionality rate) in tables, graph of a

will be split into

including ratios of graphs, equations, proportional

their project groups CCSS: 7.RP.2a:

(3-4 students per lengths, areas and relationship means

Decide whether two diagrams, and

group) and will be other quantities in terms of the

quantities are in a verbal descriptions

given computers to measured in like or

of proportional situation, with

investigate 2-3 different units. proportional

relationships. special attention to

questions they Task: students relationship, e.g.,

7.RP.2c Represent the points (0, 0)

have generated will be provided by testing for

from the previous information on how proportional and (1, r) where r is

equivalent ratios in

weeks lessons. At much money is relationships by the unit rate.

a table or graphing

the end of class, spent on inmates equations. Task: Students

on a coordinate

groups will share food, healthcare, will look at each

plane and 7.RP.2d Explain

their findings with recreation,

what a point (x, y) others graphs from

one another. education, and observing whether

on the graph of a the previous lesson

safety and they will the graph is a

(all graphs should

need to determine straight line proportional be slightly different

how much money is

through the origin. relationship means as students will be

spent per prisoner

per year in each of 7.RP.2b: Identify in terms of the getting data by

these categories. In the constant of situation, with state and will focus

order to hit all parts proportionality (unit special attention to only on their

of the standard rate) in tables, the points (0, 0) assigned state) and

students will need graphs, equations, and (1, r) where r is determine the unit

to complete a mini

diagrams, and the unit rate. price per inmate

lesson where

verbal descriptions Task: Students per category and

fractional unit rates

of proportional will take their explain how they

are involved first

tables from the

and some of the relationships. determined the

previous day and

dollar amounts will Task: Take the information

create graphs,

be written in unit rates they

equations, and

fractional terms . determine

verbal descriptions

yesterday and build

of the proportional

proportional tables

relationships.

from them

determining how

much money is

spent per prisoner

each day, week,

month, year, and

decade.

Monday Tuesday Wednesday Thursday Friday

Research Day Research Day Project Project Project Gallery

SWBAT: Explore SWBAT: Explore SWBAT: create SWBAT: create Walk

where funding for where funding for an info graphic an info graphic SWBAT: Share an

prisons in the prisons in the bringing awareness bringing awareness info graphic

United States United States about issues with about issues with bringing awareness

comes from and comes from and the Unites Statess the Unites Statess about issues with

determine determine prison system prison system the Unites Statess

alternative alternative CCSS: 7.RP.1 CCSS: 7.RP.1 prison system

spending options if spending options if Compute unit rates Compute unit rates CCSS: 7.RP.1

we were able to we were able to associated with ratios associated with ratios Compute unit rates

decrease the decrease the of fractions, including of fractions, including associated with ratios

number of inmates number of inmates of fractions, including

ratios of lengths, areas ratios of lengths, areas

in the United States in the United States

and other quantities and other quantities ratios of lengths, areas

CCSS: CCSS: and other quantities

measured in like or measured in like or

Task: Students Task: Students different units. different units. measured in like or

will be split into will be split into different units.

7.Rp.2 Recognize and 7.Rp.2 Recognize and

their project groups their project groups

represent represent 7.Rp.2 Recognize and

(3-4 students per (3-4 students per

proportional proportional represent

group) and will be group) and will be

relationships between relationships between proportional

given computers to given computers to

investigate these investigate these quantities. quantities. relationships between

topics. At the end topics. At the end 7.RP.3Use 7.RP.3Use quantities.

of class, groups will of class, groups will proportional proportional 7.RP.3Use

share their findings share their findings relationships to solve relationships to solve proportional

with one another. with one another. multistep ratio and multistep ratio and relationships to solve

percent problems. percent problems. multistep ratio and

Task: In groups of Task: In groups of percent problems.

3-4, students will 3-4, students will Task: Students

model the model the will present their

information they information they work to other

learned about the learned about the students in the

US prison system, US prison system, school in a gallery

through their study through their study walk format.

of rates, of rates, Students will be

proportional proportional evaluated by there

relationships, and relationships, and peers on their info

percentages, in an percentages, in an graphic and ability

info graphic to help info graphic to help to use mathematics

raise awareness raise awareness to support their

about issues in our about issues in our claims

current system current system

Monday Tuesday Wednesday Thursday Friday

Unit Exam

SWBAT:

demonstrate

mastery of 7.RP.1,

7.RP.2, and 7.RP.3

CCSS: 7.RP.1

Compute unit rates

associated with

ratios of fractions,

including ratios of

lengths, areas and

other quantities

measured in like or

different units.

7.Rp.2 Recognize

and represent

proportional

relationships

between quantities.

7.RP.3Use

proportional

relationships to

solve multistep

ratio and percent

problems.

Task: will

demonstrate their

mastery of the

CCSS covered in

this unit on a

written unit exam.

Notes:

Because this is my first TMfSJ unit, many of the mini lessons (20 min max) will occur using our

current curriculum and then the remainder of the class (40 minutes) will be used to apply these

content to explore issues in our current judicial system

I want students to be able to explore possible explanations for trends they see in the data but I am

having a hard time working that part into the lessons, so I have added research days throughout the

unit so that students have time to explore questions the math is making them aware of

Some portions of 7.RP.3 will not be addressed in this unit and will be covered in a later unit on scale

factor and scale drawings.

- The Rights of Prisoners in the New Regulation on the Execution of PunishmentUploaded byRoxana Simus
- Data Interpretation Workbook.pdfUploaded bySelvaraj Villy
- Working With Numbers and StatisticsUploaded bysemaver
- Aptitude Test of ICICI, '05Uploaded byapi-3818780
- Scheme of Work - P6Uploaded byweakcry23
- Duties of Prison StaffUploaded bykvreddy
- Malikow, Max Effective Teacher StudyUploaded byIkrimmah Putri Enika
- Basic Maths Student Handout.pdfUploaded byAnu Babloo
- Y6 Topic 4 n 5 Percentage n MONEYUploaded byKishen Reymastrio
- Allen Et Al. 2004 the Art of RehabilitationUploaded byDragos Dragomir
- Raffa The Debate on logos and diastēma in Porphyry’s Commentary on Ptolemy’s HarmonicsUploaded byJay Kennedy
- National Science Foundation: MRI COV Rpt2000Uploaded byNSF
- Pacific-Power--Judith-M-RidenourUploaded byGenability
- 17-07-13 Los Angeles Jails the Mentally IllUploaded byWilliam J Greenberg
- 6.0b EvidenceStdWork Notes 0609Uploaded bylmgeldys
- Quants BasicsUploaded bydeepi
- grade 6 6 1 l11 l12Uploaded byapi-296039056
- description: tags: 0102Vol2Ch6aReturnOfFundsUploaded byanon-213630
- Rule: Spearmint oil produced in— Far WestUploaded byJustia.com
- U01 Computation WksUploaded byeltytan
- 3575041Uploaded byneha2001
- Few Fascinating Facts About the SectorUploaded byRaihaan Esmail
- Report on bmwUploaded byMuhammad Ali
- hdfs lab 3Uploaded byapi-384855057
- Fractions and PercentagesUploaded byjuegosonlinepca
- NonEngineeringMathSampleQuestion.pdfUploaded byZayedul Haque Zayed
- Conventional Oil Drilling Strength May Be Hiding In Unconventional Activity TroughUploaded byAhmad Kamal Mubarok Goldgen
- Short Tricks on Height & Distance _ _ GovernmentAddaUploaded byStephen Velasco Villaruz
- mental health paperUploaded byapi-249389952
- yes black farmers - google docsUploaded byapi-305090576

- 470 to 740 - Reward of Persistence and Hardwork _ Share GMAT ExperienceUploaded byJulie Merrill
- A STUDY OF HIGHER MENTAL ABILITY IN SCIENCE AMONG JUNIOR COLLEGE STUDENTS OF JALNA DISTRICTUploaded byAnonymous CwJeBCAXp
- Reading and Writing Activity and the Importance of the Four SkillsUploaded byMonica ManriQuez Galván
- Q Skills For Success 2 Listening and Speaking Teachers HandbookUploaded byMohammed Baybars Mehdi
- 1.COVER ,,,,l,Uploaded byAliya Shafira
- math lesson plan with picsUploaded byapi-233184911
- dlp 2nd wk8 - ALL SUBUploaded byNina Katherina Blanca
- unit plan - michael slobodnjakUploaded byapi-384486841
- SPDFUploaded byRadar Ufmg
- Elements of ReadingUploaded byRenu Sekaran
- 6 Month GRE Study Plan for Math Beginners - Magoosh GRE BlogUploaded byS.r.Siddharth
- Teaching StrategiesUploaded byVangie Evangelista Sandoval
- copyofmathminilesson-countingUploaded byapi-341897530
- read-aloud-hoorayUploaded byapi-298364857
- Walk Two Moons WebQuest Lesson PlanUploaded byEmily Liming
- Three Types of Reading Comprehension Passages That the CAT Will Throw at YouUploaded bySrikanth Pan
- lesson planUploaded byapi-337298613
- Beginning Daily Activities Week 1 of 1Uploaded bySimone Groppo Bucollo
- Teaching the Four Language SkillsUploaded byAbderrahim Agnaou
- Effects of Delay in Oral Practice at the Beginning of Second Language LearningUploaded byhashem3219
- 1st Grade Fluency PacketUploaded bysunil
- Aspect of Reading ComprehensionUploaded byhuonghongduc
- 17 – Unit 12 pp170-181Uploaded byValeria Perez
- Syllabus German f3 5Uploaded byShiva prasad
- Rubric for Poster Making and project based outputs as aid for education .docxUploaded byDivina Mercedes S. Fernando
- Class Planning 3rd GradeUploaded byYanitz Falcon
- Victor E. Perez Serrano - Evidence Principle 3 - Lesson PlansUploaded byaeziir
- bray syllabusUploaded byapi-364958953
- Teaching Professor Conference 2015 | Session DescriptionsUploaded byFacultyFocus
- Types of ReadingUploaded byEder Aguirre Capangpangan