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Math, Grade 6, Ratios, Comparing Numbers with Ratios

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This lesson formally introduces and defines a ratio as a way of comparing numbers to one another.Key ConceptsA ratio is defined by the following characteristics:A ratio is a pair of numbers (a:b).Ratios are used to compare two numbers.The value of a ratio a:b is the quotient a ÷ b, or the result of dividing a by b.Other important features of ratios include the following:A ratio does not always tell you the values of quantities being compared.The order of values in a ratio matters.Goals and Learning ObjectivesIntroduce a formal definition of ratio.Use the definition of ratio to solve problems related to comparing quantities.Understand that ratios do not always tell you the values of the quantities being compared.Understand that the order of values in a ratio matters.

Material Type: Lesson Plan

Math, Grade 6, Ratios, Equivalent Ratios

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Students are asked to fix a botched mixture that does not follow a given recipe. To fix the mixture, students must find a ratio of eggs to flour that is equivalent to 2:3, but without explicit instruction on the concept of equivalent ratios.Key ConceptsStudents are invited to investigate the underlying idea of equivalent ratios by “correcting” the ratio between two ingredients in a botched mixture that does not follow a given recipe.Goals and Learning ObjectivesExplore a problem based on a recipe with two ingredients.Share approaches, clarify reasoning, and develop clear explanations of how to know a mixture has the right balance of ingredients.

Material Type: Lesson Plan

Math, Grade 6, Ratios, Expressing Ratios

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Students work with a set of cards showing different ways of expressing ratios, including both part-part statements and part-whole statements. They group the cards that show the same ratio of boys to girls, but without the explicit use of the term equivalent.Key ConceptsRatios can be represented in a:b form, as fractions, as decimals, as factors, and in words; they can be expressed in part-part statements or in part-whole statements.Goals and Learning ObjectivesGroup cards showing ratios that are equivalent but expressed in different forms.

Material Type: Lesson Plan

Math, Grade 6, Ratios, Tape Diagrams

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Students use tape diagrams to model relationships and solve problems about types of DVDs.Key ConceptsTape diagrams are useful for visualizing ratio relationships between two (or more) quantities that have the same units. They can be used to highlight the multiplicative relationship between the quantities.Goals and Learning ObjectivesUnderstand tape diagrams as a way to visually compare two or more quantities.Use tape diagrams to solve ratio problems.

Material Type: Lesson Plan

Math, Grade 6, Rational Numbers, Above and Below Sea Level

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Students watch a video showing the highest and lowest locations on each of the continents. Then they create a diagram (a number line) for a book titled The World’s Highest and Lowest Locations. Students show four of the highest elevations and four of the lowest elevations in the world on their diagrams.Key ConceptsA complete number line has both positive numbers (to the right of 0) and negative numbers (to the left of 0).Negative numbers are written with a minus sign—for example, –12, which is pronounced “negative 12.”Positive numbers can be written with a plus sign for emphasis, such as +12, but a number without a sign, such as 12, is always interpreted as positive.Every number except 0 is either positive or negative. The number 0 is neither positive nor negative.Goals and Learning ObjectivesCreate a number line to show elevations that are both above and below sea level.

Material Type: Lesson Plan

Math, Grade 6, Ratios, Student Project

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Students choose a project idea and a partner or group. They write a proposal for the project.Key ConceptsProjects engage students in the applications of mathematics. It is important for students to apply mathematical ways of thinking to solve rich problems. Students are more motivated to understand mathematical concepts if they are engaged in solving a problem of their own choosing. In this lesson, students are challenged to identify an interesting mathematical problem and to choose a partner or a group to work with collaboratively in order to solve that problem. Students gain valuable skills in problem solving, reasoning, and communicating mathematical ideas with others.Goals and Learning ObjectivesIdentify a project ideaIdentify a partner or group to work with collaboratively on a math project

Material Type: Lesson Plan

Math, Grade 7, Proportional Relationships, Identifying Proportional Relationships

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Students determine whether a relationship between two quantities that vary is a proportional relationship in three different situations: the relationship between the dimensions of the actual Empire State Building and a miniature model of the building; the relationship between the distance and time to travel to an amusement park; and the relationship between time and temperature at an amusement park.Key ConceptsWhen the ratio between two varying quantities remains constant, the relationship between the two quantities is called a proportional relationship. For a ratio A:B, the proportional relationship can be described as the collection of ratios equivalent to A:B, or cA:cB, where c is positive.Goals and Learning ObjectivesIdentify proportional relationships.Explain why a situation represents a proportional relationship or why it does not.Determine missing values in a table of quantities based on a proportional relationship.

Material Type: Lesson Plan

K-Act. 01: Kindergarten Exploration Tubs

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This unit uses the childrenŐs names as the foundation for teaching language, alphabetics, one-to-one counting, sequencing, concepts of print, and phonemic awareness. The childŐs own name is the most important word to him. Although many children come to school with an awareness of environmental print, they see the environmental print words as a whole.

Material Type: Lesson Plan

Building the Foundation - A Suggested Progression of Sub-skills to Achieve the Reading Standards: Foundational Skills in the Common Core State Standards

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This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.

Material Type: Reading, Teaching/Learning Strategy

Common Core Curriculum Grade 1 ELA: Listening and Learning Strand

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The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth. Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Material Type: Diagram/Illustration, Reading, Teaching/Learning Strategy, Unit of Study

English Language Arts, Grade 11, American Dreamers

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In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be. ACCOMPLISHMENTS Students read and annotate closely one of the documents that they feel expresses the American Dream. Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream. Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?” Students write their own argument describing and defending their vision of what the American Dream should be. GUIDING QUESTIONS These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts. What has been the historical vision of the American Dream? What should the American Dream be? (What should we as individuals and as a nation aspire to?) How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them? BENCHMARK ASSESSMENT: Cold Read During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Material Type: Unit of Study

Math, Grade 7

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Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.

Material Type: Full Course

How vaccines train the immune system in ways no one expected | Christine Stabell Benn | TEDxAarhus

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Vaccines do much more than protect against the disease they are designed for. Watch this talk from TEDxAarhus 2018 by medical doctor and professor in global health Christine Stabell Benn and learn how hundreds of thousands of lives could be saved every year just by using the existing vaccines smarter. Christine Stabell Benn is a medical doctor and professor in global health. By studying real-life effects of vaccines in Africa, she has found that vaccines do much more than protect against the target disease; they have so-called non-specific effects. In most cases, they come with an added bonus of increased resistance against other infections than the target disease. If we take that into account, we can save hundreds of thousands of lives every year just by using the existing vaccines smarter. Christine argues that we should not only study vaccines' effects on the target infection, but also ask the often ignored question: what is the impact of vaccines on overall health?

Material Type: Lecture

Author: Christine Stabell Benn

The New Nordic Diet - From Gastronomy to Health - Movement behaviours in Children and Indicators of Adverse Health (08:10)

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This presentation discuss how important physical activity and sleep in children is if you want to prevent obesity and cardiovascular disease. We will present the main cross sectional results from the OPUS School Meal Study. The focus will be on screen time for children, the amount of moderate-to-vigorous physical activity (MVPA), and sleep time. We will also touch upon differences in boys and girls as well as week and seasonal patterns.

Material Type: Lecture

Author: PhD student Mads Fiil Hjorth

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