## Description

- Overview:
- This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

- Subject:
- Geometry, Ratios and Proportions
- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Grades:
- Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12
- Material Type:
- Assessment, Lesson Plan
- Provider:
- Shell Center for Mathematical Education
- Provider Set:
- Mathematics Assessment Project (MAP)
- Date Added:
- 04/26/2013

- License:
- Creative Commons Attribution Non-Commercial No Derivatives
- Media Format:
- Downloadable docs, Text/HTML

# Comments

## Standards

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Understand the concept of a unit rate a/b associated with a ratio a:b with b ‰äĘ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger." (Expectations for unit rates in this grade are limited to non-complex fractions.)

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Solve real-world and mathematical problems involving area, surface area, and volume

Indicator: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak."ť "For every vote candidate A received, candidate C received nearly three votes."ť

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Solve real-world and mathematical problems involving area, surface area, and volume

Indicator: Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Solve real-world and mathematical problems involving area, surface area, and volume

Indicator: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Geometry

Standard: Solve real-world and mathematical problems involving area, surface area, and volume

Indicator: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Mathematical Practices

Standard: Mathematical practices

Indicator: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems

Indicator: 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?

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Understand that a percentage is a rate per 100 and use this to solve problems involving wholes, parts, and percentages.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Solve unit rate problems including those involving unit pricing and constant speed.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Use ratio and rate reasoning to solve real-world and mathematical problems.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.

Degree of Alignment: Not Rated (0 users)

Learning Domain: Ratios and Proportional Relationships

Standard: Understand ratio concepts and use ratio reasoning to solve problems.

Indicator: Use ratio reasoning to convert measurement units; convert units appropriately when multiplying or dividing quantities.

Degree of Alignment: Not Rated (0 users)

## Evaluations

# Achieve OER

Average Score (3 Points Possible)Degree of Alignment | 0.4 (1 user) |

Quality of Explanation of the Subject Matter | 2 (1 user) |

Utility of Materials Designed to Support Teaching | 2 (1 user) |

Quality of Assessments | N/A |

Quality of Technological Interactivity | N/A |

Quality of Instructional and Practice Exercises | N/A |

Opportunities for Deeper Learning | N/A |

# Tags (10)

- Mathematics
- Geometry and measures
- CCSS
- Common Core Math
- Common Core PD
- Geometry
- Math Modeling
- ODE Learning
- Ratios and Proportions
- Real World Math

Optimizing Security Cameras can be used as a formative assessment task to build students conceptual understanding ratio reasoning to solve problems and solving real-world problems involving area. The security camera task requires students to make sense of problems while reasoning abstractly. Students use models and construct sight lines to determine which areas of the store are visible to the camera.

The task identifies potential student misconceptions and offers strategies to address student understanding.