This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.
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This lesson unit is intended to help assess how well students are able to interpret and use scale drawings to plan a garden layout. This involves using proportional reasoning and metric units.
This lesson unit is intended to help teachers assess whether students are able to: identify when two quantities vary in direct proportion to each other; distinguish between direct proportion and other functional relationships; and solve proportionality problems using efficient methods.
This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.
- Material Type:
- Lecture Notes
- Lesson Plan
- Teaching/Learning Strategy
- Florida Center for Research in Science, Technology, Engineering, and Mathematics
- Shell Center for Mathematical Education
- U.C. Berkeley
- Provider Set:
- iCPALMS: A Standards-based K-12 Resources and Tools Pathway
- Mathematics Assessment Project (MAP)
- Mathematics Assessment Project (MAP)
- Date Added:
This lesson unit is intended to help teachers assess how well students are able to interpret percent increase and decrease, and in particular, to identify and help students who have the following difficulties: translating between percents, decimals, and fractions; representing percent increase and decrease as multiplication; and recognizing the relationship between increases and decreases.
This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.
This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.
Parts (a) and (b) of the task ask students to find the unit rates that one can compute in this context. Part (b) does not specify whether the units should be laps or km, so answers can be expressed using either one.
This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings.The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps. Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. (7th Grade Math)
This real world problem is appropriate for mental mathematics and students should be encouraged to think through the solution mentally.
This is a multi-step problem since it requires more than two steps no matter how it is solved. The problem is not scaffolded for the student, but each step is straightforward and should follow from the previous with a careful reading of the problem.