1. Lesson Topic: Finding a Rate by Dividing Two Quantities
Lesson Objective: I can…
Convert measurement units using rates to correctly solve a word problem.
Essential Question
How is it relevant?
2 min USE MPG EX! “Last week we learned how to go from rates to ratios and from ratios to rates. We also worked with unit rates and rate units. ” “We’re all familiar with miles per hour, this one’s miles per gallon, and the bottom picture is a coupon that says 100 prints per dollar. We’re going to be using rates like these to solve word problems today”
“This lesson is important b/c example: What if I know my car’s miles per gallon and I know how far away I am from my destination when I’m driving – I can calculate how much gas I will need to make it to my destination”. So learning how to do this is important in the real world. Can anyone think of another common rate? What do we know about rates? (constant)

2. Behavior & Academic Expectations
Classroom rules
Participation in partner/group work
Hand signal
Raise your hand & wait to get called on before speaking out
Stay focused
We are still doing row points
2 min, Everything I write on the white board, you should be writing on your notes. “Remember that when I raise my hand like this, you do the same and voice level goes to 0”

3. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
Vocabulary
Let’s Review
Example & Steps
Let’s do an example together
Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson/“We will be checking off each item as we go through our lesson today. Here’s our I can statement to remind us what we’re striving for. Here is a preview of your exit ticket for today.” (Show and prompt them to think about the problems throughout the lesson).

4. Convert - What does it mean?
Vocabulary
Convert - What does it mean?
2 min – to change into a different form

5. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
Let’s Review
Example & Steps
Let’s do an example together
Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

6. Let’s Review How can we turn a whole number into a fraction?
Why does this work?
We have multiplied fractions like this before
Example: 2/3 x 4
*Take Notes – showing all work*
3 min – see phone pics. (By using a denominator of 1, b/c still has the same value – a # divided by 1 is itself)

7. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
Example & Steps
Let’s do an example together
Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

8. Example 1
At Fun Burger, the Burger Master can make hamburgers at a rate of 4 burgers/minute. In order to address the heavy volume of customers, he needs to continue at this rate for 30 minutes. If he continues to make hamburgers at this pace, how many hamburgers will the Burger Master make in 30 minutes? Why? *Take Notes – showing all work*
4 minutes… write constant rate as fraction, ratios, and divide to model 2 quantities. Have students underline or highlight the numbers in the problem and what they represent. “I’m going to walk you through our first example so you know what to do for our other examples today” question students for some of the steps. At what rate does the Burger master make hamburgers?
How long does the Burger Master make hamburgers?
Multiply the rate by the amount of time the Burger Master works.
Answer the question asked in the problem.
(see notes for working out problem)
ask for student volunteers to explain each step. Thumbs up if this made sense to you as you saw me do it. What I want to solve for goes on top b/c when I cross this out I end up with what

9. What units can we cancel out?
Steps for this Process
What’s the rate?
Multiply it by the quantity – Think what you are trying to end up with.
What units can we cancel out?
What’s our solution?
*Take Notes*
(2 min) Recall definition of rate we learned in last Wednesday & Thursday’s lesson

10. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
Let’s do an example together
Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

11. Example 2 – Let’s Do One Together
Chandra is an editor at the New York Gazette. Her job is to read over each article before it is printed in the newspaper. If Chandra can read 10 words/second, how many words can she read in 60 seconds?
Why?
*Take Notes & Show your work*
Compare to how we solved 1st exercise
4 min. Have students underline or highlight the numbers in the problem and what they represent. “I will call on students to come up and show and explain what they did and why.”
Check answer & work as we go over it. Each step have students try on their own for a little, then have student come up to show on board
“Which step is next? What’d you get?”
At what rate does Chandra read?
How long does Chandra have to read?
Multiply the unit rate by the amount of time Chandra reads.
Answer the question asked in the problem. *Thumbs up if you got the same answer.

12. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

13. Example 3 – Do With a Partner (or Group of 3 in your Row)
Helena works for a publishing firm. She is considered an average typist and can type 52 words/minute. If she continues at this rate, how many minutes would it take Helen to type 104 words?
Question your partner: Why?
*Show your work*
If you finish early… make a ratio table, tape diagram, and/or double number line for the problem (only after you have found the answer).
Compare to how we solved first 2 exercises
3 minutes – Have students underline or highlight the numbers in the problem and what they represent. Model hand signal & Acknowledge voice level for partner work. When I say go, … “I will call on students to come up and show and explain what they did and why.” Check answer & work as we go over it. Have students come up to show on board each step, the answer, and call on students to explain why/how they got it and what it means
*Thumbs up if you got the same answer.
*Any questions? Thumbs up/down if students feel they can confidently complete I can statement with help/on their own.

14. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
✔ Do an example with a partner
Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

15. Example 4 – Do On Your Own *Voice Level 0*
3. To train for an upcoming marathon, Alvin runs 9 miles a day. If Alvin runs 9 miles every day for 30 days, how many total miles will he run?
Why?
*Show your work*
If you finish early… make a ratio table, tape diagram, and/or double number line for the problem (only after you have found the answer).
Compare to how we solved first few exercises
3 min. Have students underline or highlight the numbers in the problem and what they represent. “You’re going to practice on your own now to get more comfortable with this process. I will call on students to come up and show and explain what they did and why. “ Prompt students to raise and if need help or stuck. Check their answer & work as we go over it. *Thumbs up if you got the same answer.
Thumbs up/down if students feel they can confidently complete I can statement with help/on their own.
*Any questions?

16. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
✔ Do an example with a partner
✔ Do an example on your own
Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

17. (5 𝑔𝑎𝑙 𝑚𝑖𝑛 )(10 min) = ( 5 𝑔𝑎𝑙 1 𝑚𝑖𝑛 )(10 min) = 50 gal.
Lesson Summary…
We can convert measurement units using rates. The information can be used to further interpret the problem. Here is an example:
(5 𝑔𝑎𝑙 𝑚𝑖𝑛 )(10 min) = ( 5 𝑔𝑎𝑙 1 𝑚𝑖𝑛 )(10 min) = 50 gal.
1 min - “Why is this important to know how to do? / Can anyone think of an example in which it would be important?”

18. Rate Your Learning… (In your notes)
(Think about our “I can” statement as you’re rating) 1 – I do not understand this lesson. 2 – I can do this lesson with help. 3 – I understand this lesson 4 – I could teach this lesson. How will you continue to expand your knowledge?
2 min - * Ask for 2 volunteers to share with the class.

19. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
✔ Do an example with a partner
✔ Do an example on your own
✔ Lesson Summary & Rate Your Learning
A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

20. Your homework worksheet is due tomorrow
A Look Ahead…
Your homework worksheet is due tomorrow
Come into tutoring tomorrow if you do not feel you can confidently achieve our “I can” statement from today
Tomorrow we will learn about Comparison Shopping - Unit Price and Related Measurement Conversions
1 min – mastery of today’s lesson is essential for tomorrow’s lesson

21. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
✔ Do an example with a partner
✔ Do an example on your own
✔ Lesson Summary & Rate Your Learning
✔ A Look Ahead
Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.

22. Exit Ticket
Alejandra drove from Michigan to Colorado to visit her friend. The speed limit on the highway was 70 miles/hour. If Alejandra’s combined driving time for the trip was 14 hours, how many miles did Alejandra drive? Show your work. Extra Challenge (Optional): Create & solve your own word problem that involves converting measurement units using rates. After you turn it in, work on homework worksheet
5 minutes

23. Agenda and Goal
Agenda
✔ Lesson Topic ,“I can” statement, & Essential Question
✔ Vocabulary
✔ Let’s Review
✔ Example & Steps
✔ Let’s do an example together
✔ Do an example with a partner
✔ Do an example on your own
✔ Lesson Summary & Rate Your Learning
✔ A Look Ahead
✔ Exit Ticket, then work on homework worksheet
I can: Convert measurement units using rates to correctly solve a word problem.
Exit Ticket: A word problem with an optional extra challenge to create and solve your own word problem that involves converting measurement units using rates.
2 min: You will check each agenda item off as we go though our lesson.