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Looks at Tools for Teachers related to ratio tables. Plan some lessons on ratio tables.  Looks at playlist for ratios and see what activities/ideas are there for students at the various levels.

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Refer back to the Dr. Bill McCallum's progressions document (commoncoretools.me) to identify prerequisite skills and concepts related to ratios. Also, he reviews the evidence statements on Smarter Content Explorer aligned to the targets related to ratios to understand what the learning expectations of students should be at 6th grade.

He uses the task models on Content Explorer and also views the IAB and FIAB items (and their answer keys) through the Assessment Viewing Application and TIDE to see the items that are similar to what students may be struggling with so he can incorporate these types of items into his lessons (e.g., exit and entrance tickets).

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In preparation for the school year she reviews the grade 4 writing targets using the Smarter Content Explorer.

She reviews her planned instructional unit focused on narrative writing and recognizes that there are a number of ways she can glean information about what students know and can do through brief writes.

After reviewing the formative strategies, she uses task models from the Smarter Content Explorer to write exit tickets to use throughout the unit.

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Teacher uses "Connections Playlist" to see if there are any resources about ratios. Teacher can a playlist to further investigate into the Suggestions for Intervention

Teacher could also use the instructional resources

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Review Ratio Reasoning using the resource " Can You Convert Using Ratio Reasoning?"

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Tools for Teachers Instructional Resources: "Come to the Table" lesson plan. Entrance ticket to find out what students already know about creating ratios and equivalent ratios.

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Provide some addition on ratio tables maybe differentiated with small group support for those that need additional support. Could use Block assessment (look for a focused block assessment on ratio tables)..

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He uses some of the items (in a nonstandardized way) from the IAB/FIAB related to ratios and proportions as an entrance ticket to get a better sense of what types of skills the students are truly struggling with.

(still in progress!)

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Towards the end of her instructional unit she chooses to administer the Write and Revise Narratives Focused IAB remotely to help guide instructional next steps.

The assessment has two items that require hand-scoring.

She uses the training guide and reviews the hand-scoring training materials her state has provided before scoring her students responses.

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Implement "Come to the Table" instructional resource. Learning Goal: students will learn to create equivalent ratio tables and finding the missing value.

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Students will do a card sort warm up activity.

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Entrance Ticket from "Come to the Table" Model ratio table for students with variations of x and y.

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Analyze the data (perhaps find common misconceptions).

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Through the hand-scoring process, the teacher recognizes that many students appear to be struggling with one of the items focused on constructing endings.

The teacher reviews the overall results in the Reporting System – specifically the distractor analysis.

She finds that her student scored poorly on the organization items: specifically, many students are struggling with beginnings and endings.

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Teacher can analyze data from entrance ticket to inform instruction and possible groupings.
Teacher can look at data from the independent practice at the leveled problems to see where most of the students had difficulties.

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Teacher will look at student work.

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Analyze student results from entrance ticket. Group students by results.

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Perhaps repeat cycle for students that need additional support. Plan any additional supports for students that are struggling.

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Use the Connections Playlist for Grade 6 Ratios and Proportions.  Plan to use "Come to the Table" instructional resource

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To help inform instructional next steps the teacher reviews the Connections Playlist for the Grade 4 Write and Revise Narratives Focused IAB.

She reviews the playlist and identifies Beginnings and Endings as topics for additional instruction.

She makes plans to implement the playlist resources focused on those topics in the last few days of her instructional unit: To Read, Or Not To Read? Interesting Beginnings, and NOT Just "The End"- Better Narrative Endings.

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Teacher would use strategic questioning to determine proficiency.

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Adjust teaching and learning to address needs. Use resources in Tools for Teachers.

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