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The Pre-Unit assessment helps gather data regarding student prior learning of the concepts.  Most of these questions are from standards that have been taught in prior grade levels.

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Lessons are set up in a Interpret, Explain, and Compare which help teachers assess student understanding.

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1.  Tables are most flexible and concise but they are also the most abstract for students.
2. Exposing students to examples in mathematical concept in various contexts before the concept is name is important in the study of ratios.

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I notice the gradual release from concrete representations to the abstract representations and the importance in the progression for understanding.

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1. I noticed that in the early lessons students learn about the language we use to describe the association shown in a ratio and the importance of diagrams to get a deeper understanding of the association.

2. Learning Goals and Targets are very beneficial to get a better understanding of the progression of the lessons and the understanding of the ratios.

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1.  Students will be using language to interpret, explain, and compare throughout the unit
2. The word unit price vs unit rate

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That in this lesson they learn that a ratio is the association between two quantities.

I found it interesting that the word "equivalent" does not acquire a more precise meaning until several lessons later. However, I thought this was a word students are already familiar with and that equivalency was part of the first section of the unit.

The use of discrete diagrams are used because they are similar to what they have already used for representing multiplication.

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1.  I see many lessons that we have already used in 6th Grade Math --so, there's familiarity
2.  The video did a great job showing the progression from diagrams to tables and reasons why some may not always work

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Use it as a way to see where students are at prior to starting the unit and then as a post diagnostics to see growth.

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I notice the progression from diagrams to tables .

I wonder why less time is given for putting it altogether.

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The video does a great job of showing the progression from the physical to tables from concrete to abstract. The applets are really going be helpful as will the activities. There should be great discussion happening and engagement. My mindset was also changed about the progression of teaching ratios. IN my opinion this would be a FUN unit to teach on campus to really hear our students thinking.

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It can be a great tool to see where our student thinking is so we can help guide them throughout the unit. Then to see their growth in the post unit assessment and share these results to the students.

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One major take away it that "unit rate" is a term for the 7th grade but the receptive terms for six grade are "unit price" and at this rate but these never become productive terms. Again I will need to change my verbiage and really focus on what the receptive terms are and when they should become productive terms.

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One thing - keep it simple with the progression from diagrams to tables and allow students to use what progression they feel comfortable with.
Second thing - That the terms proportion or proportional relationships ARE NOT USED in 6th grade. So I will need to watch my vocabulary and focus on the receptive terms that I would and need to use.

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The Overview does a good job clearly pointing out the progression from discrete diagrams to tables. I always thought tables were easier to understand, but they appear to more abstract.

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I wasn't sure if the lessons were a video. 1) I saw the different lessons that are very thought-provoking for the student. 2) I see lots of use and management in breakout rooms.

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We can see where the students understanding is before the unit, and compare it with a post test at the end of the unit.

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provides what terminology/ skill to promote for the various lessons.

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Share 2 The story explains the progression of ratios from elementary school.

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Share 2 The story explains the progression of ratios from elementary school.

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1 The story explains the progression of ratios from elementary school through high school.
We will need to show examples of ratios.

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I notice the progression from Discrete diagrams to double Number lines to tables. I wonder about why we do not use the term unit rate.