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Ratio, rate and proportion

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Standard

CCSS.MATH.CONTENT.7.RP.A.1 Analyze proportional relationships and use them to solve real-world and mathematical problems.

Technology Required

TIME

45 minutes

SUMMARY

In this lesson students are given definitions of ratio and rate and examples of computing rate and distance. Students complete a short assignment using animals observed outdoors as the data for computing ratio, rate and proportion. An alternative assignment is given for students learning at home or otherwise requiring modification. The lesson concludes with game play.

LESSON

Mini-lecture

Begin with this Google slides presentation defining ratio and rate and including examples of rate and distance problems. Students learning at home can read the presentation and do the activities and problems on their own.

OPTIONAL VIDEO

If your students are having difficulty understanding the problems, this video may help.

An example of solving time, rate and distance problems

Compute rate, ratio and proportion

In this short assignment, also linked in the Google slides presentation, using animals observed outdoors as the data for computing ratio, rate and proportion.

  • Everyone needs to get a partner.  You and your partner will go outside and each count as many different species of animals as you can. Do this for exactly 5 minutes. Two of the exact same kind of animal only count as one species. 
  • After 5 minutes is up, find the ratio of your animals compared to your partner’s list of animals.
  • Next, find the rate.  How many animals did you see per minute?
  • Lastly, your group shall compare your ratio to another group. Are they proportional or non-proportional?

An alternative assignment is given for students learning at home or otherwise unable to work outside with a partner, where students find animals in two slides.

End with a game

Students play AzTech games for 15 minutes to end the lesson. Time-rate-distance problems are included as a bonus question in AzTech: The Story Begins and are required to win the game in AzTech: Meet the Maya.

Assessment

Once students have played the game, you can look in the AzTech teacher reports to see an individual students response. You will need to know your students’ usernames. To see an example of a report, enter the username “ddtester” .

Related lesson

Introduction to ratio and proportion is a recommended lesson prior to this discussion of rate, ratio and proportion

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10-Minute Multiplication Practice with Ojibwe History

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Standards

CCSS. Math 3OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 

CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100

NCSS The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 

Time Required

10 minutes

Technology Required

Computer/tablet with internet access for reporting student assessment data from Making Camp.

Summary

Ojibwe History Integrated with Math If your students are like most people, you’re having a hard time getting them to focus. Each of these three activities only takes a few minutes and teaches Native American history or multiplication. These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.

Lesson

Activity 1

Matching Multiplication

Step 1: Have students open Making Camp Premium. If you need more detailed instructions on how to access Making Camp Premium, student usernames and logging in, please go to this lesson plan. 

Step 2: If students are playing the game for the very first time, they will watch the two introductory videos that talk about Native Americans and how to play the game (5 minutes). Then you will see the Making Camp choice screen.

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Step 3: Have students click the NUMBERS box to view the six math challenges. You can press the round, green button at the bottom left with white squares to return to the choice screen at any time.

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Step 4: Have students click on the top left box (with cards) to play a memory game. In this game, you match multiplication problems with their answers. You may assign this activity for 5 minutes of multiplication drills.

Activity 2

The Multiplication Dog

Step 1: Have students click on the icon with the dog. 

  • This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog in the game by answering multiplication problems. The game resets when it is finished, and also takes about 5 minutes.

Activity 3

Reaping the Rewards of Math Practice at the Wigwam 

The player should now have enough points to get a wigwam and at least two items to supply their wigwam. 

Step 1: Click on the wigwam icon on the bottom left. This will play a video on how a wigwam was built, followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came.

Step 2: The player then has an option to trade points for items for their wigwam.

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Clicking on the wigwam in the lower left corner will bring the player to their wigwam. Purchased items appear here for decoration and interaction. 

  • Clicking on an item brings up a text box with information on how that item was used or obtained by the Ojibwe people.
  • Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside; when clicked, the dog walks across the wigwam.
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Assessment

Making Camp Premium offers Data and Reports for teachers to access after students are finished playing. If you are remote teaching students experiencing low internet connectivity, remind students to connect their device to an internet hotspot when they get a chance so that the game app can download updates and transmit score data for you to view.

State Standards

Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.

Guard from Making Camp

Author’s Purpose: ELA Lesson 7

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Standards

CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

CCSS.ELA-LITERACY.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Time

Estimated time: 30- 45 minutes

Technology Required

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet. Google classroom or similar app will be needed if the teacher wishes to share slides and assignment online.

Summary

This is the seventh in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. Teacher gives a brief presentation on author’s purpose and explains the assignment to match terms and examples with the correct purpose. Students apply this information by playing Making Camp Premium and identifying the purpose of the game as a while and/or individual components.

Lesson Plan

Introduce the lesson

Using this Google slides presentation, the teacher explains the three types of common author purposes.

Complete assignment matching author purpose

Students then complete a two-part assignment where they match the correct author purpose with its definition and with examples of specific types of writing.

The answer key for the author purpose assignment can be found here.

Play game and answer question on purpose

Students learned in the presentation that other media, like games and videos, can have a purpose, too. They play the game Making Camp Premium for 10-15 minutes and then answer the question on what is the game’s purpose.

(Answer: Our purpose in creating Making Camp Premium was both to inform and to entertain.)

Teachers may wish to submit a different game or video for this activity to fit with their curriculum.

Related lessons

The previous lesson in this unit is Venn diagrams.

The next lesson in this unit is Figurative Language.

Assessment

Student assignment matching author purpose can be used for assessment of this standard

State Standards

Missouri Learning Standards (MLS)

Reading 1C (5.R.1.C.a-b) – Develop and apply skills to the reading process.

Making Connections – Compare, contrast, and analyze relevant connections between text to text.

Reading 2A (5.R.2.A.) 

Fiction – Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times.

Reading 3B (5.R.3.B.)

Literary Techniques – Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction from a variety of cultures and times.

Venn Diagram: ELA Lesson 6

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Standard

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

LESSON TIME

45 minutes including game play

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.

Summary

This is the sixth in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. Grandma and her grandchild disagree on their favorite president. After completing a question on the Venn diagram comparing the two presidents, students create their own Venn diagram comparing the two Making Camp games they have played.

Lesson Plan

1. Introduce the Lesson

Use the Google slides presentation to introduce the lesson. This presentation also explains Venn diagrams and directly teaches the vocabulary words, “set”, “union” and “intersection in the context of Venn diagrams.

1a. Students complete assignment using Venn Diagram

After learning about Venn diagrams, students use the diagram included in the presentation to answer questions on similarities and differences between the two presidents. The Venn diagram assignment is linked in the Google slides presentation. You can also find it here.

The answer key for the Venn diagram assignment is here.

2. Students create their own Venn diagram

In this assignment, also included in the Google slides presentation, with example, students create a Venn diagram of the two games they have played, Making Camp Premium and Making Camp Lakota.

3. Making Camp Premium and Making Camp Lakota

Students may wish to play the two games to complete the assignment above.

Related lessons

The previous lesson in this unit is Vocabulary in the Attic.

The next lesson in this unit is Author’s Purpose.

ASSESSMENT

This lesson plan includes three formative assessments. First, the students complete an assignment using a Venn diagram. Second, students create their own Venn diagram. Third, students complete activities in Making Camp Premium or Making Camp Lakota which are recorded and scored automatically.

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

Vocabulary in the attic: ELA Lesson 5

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Standard

CCSS.ELA-LITERACY.L.5.4. Consult digital reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

LESSON TIME

25 -30 minutes including game play

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.

Summary

This is the fifth in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. Now at Grandma’s house, the student finds pages torn out of an old dictionary. After using the page to complete a quiz, the student plays a game to teach or reinforce vocabulary.

Lesson Plan

1. Introduce the Lesson

This Google slide presentation introduces the lesson. The grandchild finds a page from a dictionary in the attic. Read the definitions and answer the questions. After finishing the assignments, students will play a game.

1a. Students complete assignment

Dictionary page and questions are linked in Google slides presentation and can also be found here. These can be included in an assignment in Google classroom or printed and distributed to students in class.

Answer key for the questions can be found here.

2. Play the game Making Camp Premium

Movies choices from Making Camp Premium

Making Camp Premium has 18 options for teaching English/Language Arts at the third through fifth-grade level. First, students should watch the idioms video (click on the pot on the fire in the top left of the first screen) and the synonyms video (microscope on bottom left).

For this lesson, we also recommend the food idioms and synonyms activities, which can be found in the middle of the second page in the WORDS section, with the icons with a cake and eggs, as shown above.

NOTE: This is not the same game played in Lesson 3.

Related lessons

The previous lesson in this unit is the Fireball Wand.

The next lesson in this unit is Venn diagrams.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

Wizard with wand

Fireball Wand: ELA lesson 4

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Standards

CCSS.ELA-LITERACY.RL.5.2 Determine a story’s theme from text details, such as how characters respond to challenges; summarize the text.

CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

LESSON TIME

10-20 minutes

TECHNOLOGY REQUIRED

None required if learning in the classroom. Copies of assignment can be printed and distributed to students. A device with a web-browser – PC, Mac or Chromebook – or phone or tablet if completed on line.

Summary

This short lesson is the fourth in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. Once at grandmother’s house, she tells a story about a wizard who created a fireball wand. The student reads the page, answers a quiz. This lesson may be linked with “Vocabulary in the attic” for a full class period lesson.

Lesson Plan

1. Introduce the Lesson

Introducing the Lesson using the attached Google slide presentation should only take 3-5 minutes, including any time for questions.

1a Students complete reading and quiz

You can link directly to the Fireball Wand reading and quiz here in your Google classroom assignment, or print copies for students to read in class.

You can find the answer key for the quiz here.

Recommended resource: This activity uses a reading passage The Fireball Wand from the Have Fun Teaching site. While the site charges a monthly fee, there is also a free starter account teachers can sign up for sample activities.

Related lessons

The previous lesson in this unit is

The next lesson in this unit is Vocabulary in the Attic, where students use a page from the dictionary to answer questions and play a game that teaches about synonyms and idioms.

The previous game in this unit is Dakota Boyhood, where students read a passage, answer questions to check reading comprehension, and play a game that teaches Lakota history.

Assessment

The quiz, linked above, serves as an assessment of students’ mastery of the standards referenced.

Numbers Life and Random choices in Making Camp Lakota game

Dakota Boyhood: ELA Lesson 3

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STANDARDS


CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

LESSON TIME

45 minutes

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet.

Summary

This is the third in a 10-unit English/ Language Arts unit centered around a visit to their grandmother that integrates English/ Language Arts and indigenous history. On the way to grandmother’s house, the student comes across an excerpt from the book, Indian Boyhood. The student reads the page, answers a quiz and then plays Making Camp Lakota to learn more about the Plains tribes.

Lesson Plan

1. Introduce the Lesson

This Google slides presentation introduces the lesson. The grandchild is walking to through the woods and comes across a note, which happens to be a page from the book Indian Boyhood, by Charles Eastman, a member of the Santee Dakota, who wrote a book about growing up in the 1850s in Minnesota. The link to the passage is in the slides presentation, so you can open the presentation, read the slides to your students and then assign the reading on Google classroom. TThis presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign students to read the passage and answer the quiz

The link to the passage and the quiz is in the Google slides presentation or you can access it directly here.

The answer key for the quiz, along with the lines in the passage highlighted, can be found here.

2. Play the game Making Camp Lakota

There are 7 options in Making Camp Lakota for learning more about Lakota life

In the game Making Camp Lakota, select the LIFE option and then select any two of the activities to teach about Lakota life before the Europeans came to America.

Related lessons

A visit to grandmother, ELA lesson 2, comes before this lesson in the unit and is recommended.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

STATE STANDARDS

This lesson addresses the following MISSOURI state standards
Reading 1A (5.R.1.A.c) – Develop and apply skills to the reading process. -Develop and demonstrate reading skills in response to text by monitoring comprehension and making corrections and adjustments when understanding breaks down
Reading Foundations 3A (5.RF.3.A.a-b) – Understand how English is written and read. -Develop phonics in the reading process by those tasks described in a-b.
Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose. -Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.

4 Choices - Numbers Life Random Words

Visiting Grandma: ELA Lesson 2

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Grade 5 Standards Addressed

CCSS.ELA-LITERACY.W.5.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LESSON TIME

45 minutes

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

Summary

This is the second in a 10-unit English/ Language Arts unit centered around a visit to their grandmother. Students organize a letter responding to the grandmother. The lesson ends with playing the words sections of Making Camp Premium.

Lesson Plan

1. Introduce the Lesson

This Google slides presentation introduces the unit. Students are given a letter to their grandmother read and correct. The link to the letter is in the slides presentation, so you can open the presentation, read it to your students and then assign it on Google classroom. The presentation includes links to sound files to read the slides and letter to students to accommodate individual students. This presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign reading letter and correcting errors

The letter from you (the grandchild) is linked in the Google slide presentation. You can also find the link here.

The teacher answer key for the grandchild’s letter can be found here. 

2. Play Making Camp Premium

Finish the lesson by playing any selections from the WORDS section of Making Camp Premium

4 Choices - Numbers Life Random Words
Select WORDS at bottom right

Related lessons

This follows the first lesson in the unit, A Letter from Grandmother.

A Dakota boyhood is the lesson that is recommended to follow in this ELA unit.


ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

Making Camp Premium words choices

Visiting Grandma: ELA Lesson 1

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This Common Core-aligned English/ Language Arts unit, combines ELA and indigenous history as your students follow in the footsteps of the grandchild on their visit to grandmother’s house.

In this first lesson, students receive a letter from grandmother.

Standard

CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.

LESSON TIME

45 minutes

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

Summary

Students will be introduced to a 10-unit English/ Language Arts unit centered around a visit to their grandmother. In this first lesson, students receive and correct the grammar and spelling in their grandmother’s letter. The lesson ends with playing misspelled words and grammar sections of Making Camp Premium.

Lesson Plan

1. Introduce the Unit

This Google slides presentation introduces the unit. Students are given a letter to read and correct. The link to the letter is in the slides presentation, so you can open the presentation, read it to your students and then assign it on Google classroom. The presentation includes links to sound files to read the slides and letter to students to accommodate individual students. This presentation can be used in the classroom, in a web meeting or done individually by students at home.

1a. Assign reading letter and correcting errors

The letter is linked in the Google slide presentation. You can also find the link here.

The teacher answer key for the letter can be found here.

2. Play Making Camp Premium

Go to Making Camp Premium. Select WORDS and then go to the third screen.

Bottom left is misspelled words. Top right is grammar.

Play the game on the bottom left to practice spelling. The box on the top right will practice grammar. An example is shown below of a response after the student has answered correctly.

RELATED LESSON

The next lesson in this unit, letter to grandmother, focuses on organization in writing.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

State Standards

Missouri Learning Standards (MLS)

Writing 1C (5.W.1.C.a-b) – Apply a writing process to develop a text for audience and purpose.

-Revise/Edit – Reread, revise, and edit drafts with assistance to do a variety of tasks as stated in a-b.

Language 1A (5.L.1.A.a-e) – Communicate using conventions of the English language.

-Grammar – In speech and written form, apply standard English grammar for a variety of reasons as stated in L.1.A. a-e.

Speaking/Listening 1A (5.SL.1.A.a-d) – Listen for a purpose.

-Purpose – Develop and apply effective listening skills and strategies in formal and informal settings by following SL.1.A. a-d.

Introducing Idioms

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STANDARDS: 

CCSS.ELA-LITERACY.L.4.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-LITERACY.L.5.5.B Recognize and explain the meaning of common idioms, adages, and proverbs.

[For state-specific standards, click here.]

LESSON TIME

45 minutes

TECHNOLOGY REQUIRED

A device with a web-browser – PC, Mac or Chromebook – or phone or tablet

SUMMARY

This lesson plan helps students recognize and understand idioms and what they are through different examples. Students will be able to understand the meaning of common idioms through an instructive video, idiom book activity, and Making Camp Premium gameplay. 

Lesson Plan

1. VIDEO: Idioms

Start your lesson with this video that covers the meaning of idioms and understanding common idioms through different examples. 

2. Have your students make their own idiom book.

What you’ll need:

You can go about this in different ways. You can have students pick their favorite idioms. You can assign different idioms to different students. You can assign all students the same idiom. Or you can make it more like a game and random by having students draw out idioms. 

Once students have their idioms, have them write the idiom and what it actually means (this reinforces the memorization of the idiom’s meaning). Then have kids draw pictures as to what the idiom suggests. Students can then share their drawings with the class and see what fun ensues as they share their drawing and explain their idiom. 

3. GAME: Making Camp Premium

Have students play Making Camp Premium for 20 minutes. Students should focus on the WORDS section of Making Camp Premium and especially the idioms activity (the first box in the Words section) in order to reinforce the understanding of idioms. You can access Making Camp Premium on Mac, Windows, Chromebook, and iPad on the Games page of the Growing Math site.   

Choices screen from Making Camp Premium - Watch movies. Answer questions. Earn points.

ASSESSMENT: Making Camp Premium Teacher Reports

You can view your students’ progress on mastering this standard by viewing your Making Camp Premium Teacher Reports. You can view the Making Camp Premium reports here. 

STATE STANDARDS 

Arizona (AZ), New Mexico (NM), North Dakota (ND), South Dakota (SD), Minnesota (MN) and Oregon (OR) have all adopted the English Language Arts standards covered in the Common Core Standards. 

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List of Idioms & Meaning

IdiomMeaning
Cool as a cucumber.To be calm and relaxed.
Going bananas!To go crazy; to get very excited or angry.
It costs an arm and a leg.To be very expensive.
Bite your tongue.To not say something that you want to say.
On thin ice.Being in a risky situation, usually one where you might upset someone.
Hit the books.To study. 
In hot water.To be in a difficult situation, in trouble. 
Smells fishy.Doesn’t seem quite right.
It’s a piece of cake.To be very easy.
Under the weather.To be sick; not feeling well. 
Raining cats and dogs.To be raining very hard.
More than you can shake a stick at. A great number; very many. 
Drive up the wall.To become frustrated or annoyed by something.
Break a leg!Good luck!
On cloud nine. To be very happy. 
Time is money.Work quickly. 
That ship has sailed.It’s too late. 
Like two peas in a pod.Always together. 
Fit as a fiddle.In good shape. 
On the fence.To be indecisive. 

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