Multi-cultural Lessons

1. Serena Porter EDCI 302
8-week Culturally Responsive Curriculum Map
Time
frame
Essential Questions Idaho Content Standards and CCSS-
Literacy Standards
Essential
Skills/Concepts to be
targeted
Instructional Strategies
and Activities
Formative and
Summative
Assessments
Wk
1-5
How can we use
ratios given to us in
everyday life to solve
problems?
What information can
rates provide? What
can we do with the
information they
provide?
What is the
relationship of ratios
and unit rates to
multiplication and
division?
CCSS.MATH.CONTENT.6.RP.A.1
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." "For every vote
candidate A received, candidate C
received nearly three votes."
CCSS.MATH.CONTENT.6.RP.A.2
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. 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 eachcup of
sugar." "We paid $75 for 15
hamburgers, which is a rate of $5
per hamburger."
CCSS.MATH.CONTENT.6.RP.A.3
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.
 The students will be
able to write a ratio
to describe objects in
a picture.
 The students will be
able to write a ratio
based on a word
problem.
 The students will be
able to write a ratio
statement that
describes the
relationship between
two quantities.
 The students will be
able to identify
equivalent ratios.
 The student will be
able to write
equivalent ratios.
 The students will be
able to fill in ratio
tables.
 The students will be
able to use ratio
tables to compare
ratios in word
problems.
 The students will be
able to find unit
rates.
Talk about how to find
ratios among items in a
picture, and have
students find ratios
among items in the
classroom.
Take students outside to
find ratios of objects in
the environment and on
school grounds. Have
students complete a
worksheet with ratio
word problems that
relate to ratios in nature.
Have students partner
up to write ratio
statements for each
nature word problem
given on the previous
worksheet.
Use pieces of candy to
show how ratios can be
equivalent even though
the numbers are
different. Split the class
in half and give half the
student 4 candies for
every 2 candies the
other students get then
do it again with half or
double the amount.
Have an exit ticket
assignment where
the student has two
problems to identify
the ratios based on
the picture.
Have students
create two ratios
based on their home
life as their exit
ticket.
The worksheet will
show the students
comprehension of
ratios as a formative
assessment.
Have an exit ticket
allowing students to
write 3 equivalent
ratios.

2. CCSS.MATH.CONTENT.6.RP.A.3.A
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.
CCSS.MATH.CONTENT.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?
 The students will be
able to use unit rates
to identify equivalent
ratios.
 The students will be
able to solve for the
unit rate in word
problems.
 Use the candy activity
to work on a worksheet
that provides ratios that
students will have to
identify as equivalent or
not.
Talk about how to find
equivalent ratios, and
when it would be
plausible in real life
situations to find
equivalent ratios.
Use the discussion to
lead into a worksheet on
solving word problems
and using a table to
compare the ratios in the
problem.
Talk about how ratios
can be used as rates, and
how these rates are
found around us all the
time.
Use the discussion to
lead into worksheet
about using unit rates to
solve word problems.
The worksheets on
solving the ratio
word problems and
using the tables to
solve ratios would
be the formative
assessment.
At the end of this unit
on rates,have a
formal assessment in
the form of a unit
exam.

3. Wk
6-8
How can be compare
and contract
percentages?
Are percentages always
found as a rate of 100?
Can percentages such
as ½ ever be larger than
¾?
What can we use to
estimate the various
attributes of
measurement of
everyday objects?
How can we use
common operations of
mathematics to convert
between two systems of
measurement?
CCSS.MATH.CONTENT.6.RP.A.3.C
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.
CCSS.MATH.CONTENT.6.RP.A.3.D
Use ratio reasoning to convert
measurement units; manipulate and
transform units appropriately when
multiplying or dividing quantities.
 The students will be
able to compare
percents to each other
and to fractions.
 The students will be
able to find the percent
of any number given
the part and the whole.
 The students will be
able to find what
percent one number is
of another.
 The students will be
able to estimate
customary and metric
measurements.
 The students will be
able to manipulate
units (i.e. multiply,
divide, add, and
subtract).
 The students will be
able to convert
between customary
and metric units.
 Using pennies as a
manipulative, have the
students get into groups
and create fractions of a
dollar. They will
convert them into
fractions on the
provided worksheet.
Talk to students about
how percentages can be
found using division
regardless of the
denominator.
Have students complete
a worksheet on finding
percentages when given
the fraction in fraction
form or picture form.
Have an exploratory
activity for
measurement. This
activity is in the
diversity and equity
lesson plan I created.
Talk to the students
through more direct
instruction on how we
can add and subtract
like units. Have a
corresponding
worksheet.
Watch video in lesson
plan mentioned above
about the history of
measurement.
Use measurement
worksheet from lesson
plan to teach the
Assessing the
students’
understanding
through the
introduction activity
using the pennies
will be this lesson’s
informal
assessment.
Have an exit ticket
with two problems
where the students
have to create a
picture for each of
the fractions and
find the
corresponding
percentages.
Introduce the poster
project from the
diversity and equity
lesson plan.
Use the worksheet
on adding and
subtracting like
units as an informal
assessment.
Have students
complete the poster

4. students how to
multiply and divide
units, including the
conversion between
customary and metric
units.
project in groups as
an end of the unit
assessment that is
informal but
comprehensive of
the unit conversion
material.