Lesson Plan

NAME: Tara Trueman DATE and TIME: November 4, 2021, 9:00 AM

DURATION of LESSON: 30 minutes SUBJECT: Mathematics

LESSON NAME: Constant Speed GRADE LEVEL(s) Sixth

COMMON CORE STATE STANDARDS (CCSS):

6.RP.A.3.b Solve unit rate problems including those involving unit pricing and
constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how
many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

CONTENT OBJECTIVE
 Students will:
o Calculate the distance an object travels in 1 unit of time and express it
using a phrase like “meters per second” (orally and in writing)
o Create double number lines to reason about constant speed
o Decide which of two objects is moving faster based on distance traveled
and amounts of time
LANGUAGE OBJECTIVES
Students will:
 Listen to verbal instructions
 Participate in a class discussion (number talk)
 Respond to visual cues given on the document camera
 Write down solutions on mini whiteboards
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS AND
PROFICENCY LEVELS
Six. Section 2: Part I: Interacting in Meaningful Ways, B. Interpretive, 5.
Listening Actively
Emerging: Demonstrate active listening in oral presentation activities by asking and
answering basic questions, with prompting and substantial support.
Expanding: Demonstrate active listening in oral presentation activities by asking and
answering detailed questions, with occasional prompting and moderate support.
Bridging: Demonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support

ACADEMIC LANGUAGE REQUIREMENTS:

Specialized Vocabulary and/or Per: for each
Tier 2 Words
At this rate: a special ratio in which the two terms
are in different units

FORMAL AND INFORMAL ASSESSMENTS:

Formal Assessment:
 Students were given a formal assessment on constant speed prior to lesson
 I will assess learning after lesson using completed student practice problems
Informal Assessment:
 Listen to feedback and assess understanding/ability to work independently
ANTICIPATORY SET:
“Today we will be continuing with ratios. Can anyone tell me what a ratio is? (TPS)
Great answers (ratio is a relationship between two numbers). Can anyone give me an
example of a ratio? (TPS). Using what we know about ratios, we are going to start
learning about constant speed. Constant speed is similar to ratios because it is a
relationship between distance and time. For example, in America we use the ratio miles
per hour. If I say I’m travelling 65 miles per hour, that means in one hour I will go 65
miles. Let’s start off with a number talk to get our minds working.”

WE ALL DO:
 Number talk: display division problems (page 153 in TE of Open-Up
Resources) one by one using document camera. Allow 30 seconds to one
minute for students to come up with an answer and strategy mentally
o Call on students to share answer and strategy
o Record responses and display on document camera
o Ask follow up questions
o Build on student strategy if necessary using possible responses (on same
page of TE)
o Have students copy down answers into math journal following each
problem
YOU DO TOGETHER:
 Work in partners to answer questions on projector (page 159 in TE of Open-Up
Resources)
o Collectively, class will work on problems one by one
o Students display answer on whiteboard after each question upon request
of the teacher
o I will check for understanding throughout the problem set
YOU DO ALONE:
 Chapter 9 practice problems (in packet)

CLOSURE:
“Today we learned that we can use ratios while dealing with constant speed. A
common ratio using speed is miles per hour. We also talked about using meters per
second in the problem set. We can use this knowledge to compare speeds of different
objects.”

RESOURCES AND MATERIALS:

 28 whiteboards
 28 markers
 Document camera
 28 Chapter 9 practice problems worksheets (in student packet)

REFLECTION WILL TAKE PLACE WITH YOUR GUIDE TEACHER AND

UNIVERSITY SUPERVISOR.