Date: November 11, 2018 Grade: 7th

Title: Cup Stacking Inquiries

Source: 101qs (3 Act Tasks)

Content 7.RP.A.1
Standard(s) Compute unit rates associated with ratios of fractions, including ratios
of lengths, areas, and other quantities measured in like or different
addressed:
units. For example, if a person walks 1/2 mile in each 1/4 hour,
(Write out)
compute the unit rate as the complex fraction (1/2) /(1/4) miles per
hour, equivalently 2 miles per hour

Student Students will be able to use measurements of a single unit to

objectives: estimate an entire area.
“I can use unit rates to estimate areas.”
“I can use unit rates to determine how many of my units are
needed to solve specific questions.”

Materials/ ● Bell Ringer--“Best Bang for Your Buck”

● Fluency Check
technology/
● ​3 Act Task From 101qs.com
resources: ● Practice Quiz for Ratios and Unit Rates
● Exit Ticket: “A Man’s Height” or
● “​You Try​!” Worksheet
● “​Student Notes​”
● Shmoop Video

Key academic ● Proportional Relationships

vocabulary ● Estimate
● Centimeters
● Inches
● Unit Rates
● Ratios
● Height
Warmup/Fluency: Have students complete a Bell Ringer regarding the previous
sixth-grade standard (6.RP.A.2):
Bell Ringer--“Best Bang for Your Buck”

Fluency: Students will practice multiplying whole numbers by

fractions (5.NF.B.7)

Identify and explain what standards of mathematical practice will be

utilized in your lesson

The Main Standards of Mathematical Practice Utilized in this lesson:

3: Reason Abstractly and Quantitatively

Students will be making sense of quantities given and their relationships seen from the video
in Act 1. Students will practice representing problems symbolically and manipulate their
knowns and unknowns to help them. Students will need to consider the units involved and
think of their meaning as quantities, not just the process of how to compute the answer.
Students will need to think outside the box and notice different properties of the cup in order
to understand the answer given in Act 3.

6: Attend To Precision
When talking with classmates about estimates, solving processes, and results, students will
need to communicate precisely to others. Students must know the definitions of the processes
that are being utilized such as estimate, unit rate, height, and proportional relationships.
Students should be be able to explain the meaning of the symbols they choose to represent
each cup property. Students should also be able to explain that their equation should equal
how many cups are needed to fill the door frame. While solving this problem, students will
need to carefully monitor units of what is being measured and be able to label the
corresponding results. Lastly, students should be able to calculate answers precisely.
Learning Connections

Explain how this The students will use their knowledge of measurement, unit rate.
lesson connects According to the sixth grade standard ​6.RP.A.2​, the lesson will help
students continue to build upon their knowledge of the previous
to past
“rate language” in the context of ratio relationships.
concepts/skills

Explain how this By reviewing unit rates and estimation, the students will be prepared
lesson connects to tackle the up and coming seventh-grade standard, ​7.RP.A.2. ​This
has to deal with the analyzation and application of proportional
to future
relationships and how to use them to solve real-life mathematical
concepts/skills problems.

This lesson also prepares for a high school standard, ​HS.N-Q .A.1​,
which teaches students how to use their previous knowledge of unit
rate, measurement, and estimation and apply them to multi-step
problems.

Teaching the Lesson

Launch 3 Act Task From 101qs.com

We will play the video “Act One,” allowing the students to analyze
the video, and ask potential questions such as:
● “How tall is the cup?”
● “How many cups would we need to reach the start of the
door frame?”
● “How many cups would it take to reach the man’s height?”
Conceptual Students will be shown (in the following order):
Development 1. Cup Height
2. Lip Estimate
3. Lip Height
4. Lip and Cup Height
Ask “is this all the information that we need?”
5. Door Frame (Estimate 2)
6. Door Frame Height
The teacher should ask questions along the way, such as “How
would we go about solving this?”
All of these images should be put into powerpoint for easier access.

Application The students will use and apply all of the information they have
previously learned along with unit rates to analyze and calculate
how many cups will be need to reach the door frame. They will do
this by using formulas, ratios, or rate to solve the posed problem.
The student's answer will be their estimate of how many cups.
They will then watch the “​Act Three​” video for the final answer that
the man found. The class will have a discussion about what they
think unit rate actually is.
1. Together as a class, the teacher will go over “​Student Notes​”
on unit rate if the teacher feels more explanation is needed.
2. In groups or partners, students will complete “​You Try​!”
Worksheet to compare unit rate and unit cost.
*Students should know that they are finding what the rate is for each
individual unit.

Closure/Debrief ● As a class, we will have a brief discussion about the

additional questions that were asked during the launch.
These questions could include, but are not limited to:
○ “How many cups would it take to reach the man’s
height?”
○ “How many cups would it take to fill the door
entirely?”
● Students will also watch ​Shmoop Video​ -- “Unit Rate by
Shmoop” on YouTube.com to get a overall feel for unit rate.
● To finish, students will complete the exit ticket “The Man’s
Height”.
Differentiations

Content ● For those below proficient:

○ Students can use rate to solve the problem, or “just
add up” the height of each rim to find the answer.
● For those above proficient:
○ Students will solve using one method and then be
encouraged to look for other ways to find a solution.

Process ● For those below proficient:

○ The process could be less multiplication based and
focused more on adding and subtracting. For
example, subtracting the total height of one cup from
the total of the door frame. Then, they could divide
the remaining height of the door frame by the height
of 1 lip to get how many would go underneath. They
could also use repeated subtraction.
● For those above proficients:
○ Students could look for an additional way(s) to solve.

Product ● For those below proficient:

○ The teacher could provide actual cups as
manipulatives that students could use to help
demonstrate their thoughts. Having something
tangible can help students who are still in the
concrete stage of their conceptual development.
○ Students could create a video or PowerPoint to
explain their ideas to help them get their thoughts
across.
● For those above proficients:
○ Students could help the teacher by making a video,
PowerPoint, or any other visual to help explain the
concept to their classmates.

Learning ● For those below proficient:

Environment ○ The video could be played multiple times if needed.
○ Students could work with a partner for assistance or
with an intervention specialist.
○ Students could have flexible seating or fidget toys to
hold while they work.
ELL ● For those below proficient:
○ The teacher needs to explain to ELL students what is
estimation if they are unaware of what it means.
○ ELL students may need more direct and explicit
vocabulary instruction.
○ The teacher could highlight the important academic
language.
○ Intervention specialist or ESL teachers could work
with the student(s), helping with reading and
comprehension.
○ Other countries don’t use customary units in
measurement so the teacher could make sure
explain the centimeter equivalent to inches.
● The teacher could put the closed captioning on the video.

Assessment

Formative Students will complete:

Exit Ticket--The Man’s Height
Or
“​You Try​!” Worksheet

Summative Students will complete:

Practice Quiz for Ratios and Unit Rates
This assessment addresses various topics around and within the
standard.
 Bell Ringer--“Best Bang for Your Buck” Bell Ringer--“Best Bang for Your Buck”

Name______________________________ Name______________________________

You are visiting the candy store and have $10 to spend You are visiting the candy store and have $10 to spend
on ​one​ type of candy. Let’s find out which candy would on ​one​ type of candy. Let’s find out which candy would
be the best “bang for our buck”. be the “best bang for your buck”.

Gummy Worms are on sale! A quarter of a pound costs Gummy Worms are on sale! A quarter of a pound costs
$1.75. $1.75.

Jelly Beans are not on sale, but one-fifth of a pound Jelly Beans are not on sale, but one-fifth of a pound
costs $1.55. costs $1.55.

Skittles are on sale! A two-thirds of a pound costs $1.20. Skittles are on sale! A two-thirds of a pound costs $1.20.

Which type of candy is the best deal? Which type of candy is the best deal?

____________________________ is the best deal ____________________________ is the best deal

Becasuse_____________________________________ becasuse_____________________________________

_____________________________________________ _____________________________________________

_____________________________________________ _____________________________________________

_____________________________________________ _____________________________________________
 Fluency Check Fluency Check

Name______________________________ Name______________________________

Fluency Check Fluency Check

Name______________________________ Name______________________________
 Exit Ticket--The Man’s Height Exit Ticket--The Man’s Height

Name______________________________ Name______________________________

Use the knowledge we talked about in class to find the Use the knowledge we talked about in class to find the
height of the man in cups. height of the man in cups.
Remember: Remember:
The Door was 156 cups tall The Door was 156 cups tall
Cup: 9.2 cm Cup: 9.2 cm
Lip: 1.3 cm Lip: 1.3 cm
Man: 153.5 cm Man: 153.5 cm

How many Cups?_____________________________ How many Cups?_____________________________

Exit Ticket--The Man’s Height Exit Ticket--The Man’s Height

Name______________________________ Name______________________________

Use the knowledge we talked about in class to find the Use the knowledge we talked about in class to find the
height of the man in cups. height of the man in cups.
Remember: Remember:
The Door was 156 cups tall The Door was 156 cups tall
Cup: 9.2 cm Cup: 9.2 cm
Lip: 1.3 cm Lip: 1.3 cm
Man: 153.5 cm Man: 153.5 cm

How many Cups?_____________________________ How many Cups?_____________________________