1. Unit Conversions Using Equivalent Ratios
21st Century Lessons
Unit Conversions Using Equivalent Ratios
Primary Lesson Designer:
Lisa Schad

2. This project is funded by the American Federation of Teachers.

3. 21st Century Lessons – Teacher Preparation
Please do the following as you prepare to deliver this lesson:
Spend AT LEAST 30 minutes studying the Lesson Overview, Teacher Notes on each slide, and accompanying worksheets.
Set up your projector and test this PowerPoint file to make sure all animations, media, etc. work properly.
Feel free to customize this file to match the language and routines in your classroom.
*1st Time Users of 21st Century Lesson:
Click HERE for a detailed description of our project.

4. Lesson Overview (1 of 4) Lesson Objective
Students will be able to convert a measurement from one unit to another using equivalent ratios. LANGUAGE OBJECTIVE: SWBAT learn & use unit conversion vocabulary.
Lesson Description
Students will build on their understanding of equivalent ratios from the ratios unit to convert units in a method that precedes and will eventually be replaced by formal proportions work in 7th grade. Instead of a cross-multiplication solution, students are taught to set up equivalent ratios in fraction form (much as they would do for equivalent fractions) and use a common conversion factor to make the ratios equivalent. This lesson is almost exclusively guided practice so that students can develop a confidence and competence with the method. There is a later lesson that applies these skills – both are in service of CCSS 6RP3d. The language work in this lesson is to reinforce the understanding of what this skill is. Students learn vocabulary, connect to their understanding of measurement units and make connections to equivalent fractions and the earlier equivalent ratios work in this unit by speaking with other students.

5. Lesson Overview (2 of 4) Lesson Vocabulary
Equivalent ratios – ratios in fraction form that have the same relationship of 2 quantities.
Conversion - The act of changing from one thing to another
Unit - A standard quantity used to measure. Example: inches, cm
Conversion Factor - A number that is multiplied or divided to change from one system of measurement to another.
Units of measure – a standard quantity used to measure (ex in or cm)
Rate - a ratio showing the relationship of 2 different measurement units
Unit rate – a rate where one measurement has a value of 1.
Materials
Powerpoint, In-Class worksheet, Unit Conversion Tables, Homework, calling sticks, timer (Additional Materials: Advanced Worksheet and for students who require accommodations/modifications – a How To Guide and a Class worksheet with larger spaces.)
Common Core
State Standard
6RP3d 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. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

6. Lesson Overview (3 of 4) Scaffolding Enrichment
This lesson is designed using the SIOP model of instruction which is specifically attuned to the needs of English-language learners. These methods utilize multiple modalities making the lesson also particularly attuned to special learning needs. The new skill in this lesson is broken down into clearly described steps, students follow along on a clearly marked worksheet, and there are opportunities to work with other students, receive immediate clarification for how to use the method correctly, and to speak and listen about the method.
Enrichment
Students who master the skill quickly should be encouraged to do many more conversions as the more practice one gets the more the skill becomes reliable and easily retrievable in the future. An advanced additional practice worksheet is available.
Online Resources for Absent Students
At this LearnZillion link students can see multiple videos on unit conversion even if the method is slightly different from the one presented in this lesson.

7. Lesson Overview (4 of 4) Before and After
Students have learned multiple methods for considering ratio relationships and should, at this point, be ready for a shorter method for moving from one equivalent ratio to another. This lesson builds on the strengths students should now have in thinking about equivalent ratios (for example in a table) to a method that is all but in name a proportion. This is intentional as building and solving proportions is a big focus of the work in this strand in grade 7. This lesson should help students to be ready for making the transition to more traditional ratio/proportion work.
Topic Background
The skill of unit conversion has immediate real-world benefits that later word problems can illustrate and is also extremely useful for many of the sciences. The Common Core Progressions document encourages thinking about unit conversion factors as unit rates to better build off the ratios work that the standards outline. This lesson attempts to bridge that work with a method that will make use of student strengths (ratio thinking, equivalent fractions) as well as preparing them for proportional reasoning.

8. 3.5 12.5 9 Warm Up 1.) 2.) 3.) Directions: Make equivalent ratios.
OBJECTIVE SWBAT convert a measurement from one unit to another using equivalent ratios.
LANGUAGE OBJECTIVE: SWBAT learn & use unit conversion vocabulary.
Directions: Make equivalent ratios.
x 3.5
x 2¼
x 2.5
1.)
2.)
3.)
3.5
12.5 9
x 3.5
x 2¼
x 2.5
(Time on this slide – 6 min) Time passed 6 min
In-Class Notes
encourage students to think of a factor that they can multiply the numerator and the denominator by to make an equivalent fraction.
some students may be cautious because the factors are not, in most of these problems, whole numbers. Encourage students to feel more comfortable with non-whole number factors.
Don’t spend too much time on this warm-up. One method to review quickly, have successful students put their answers on the board and show their calculations with arrows and writing in the factors. Highlight the methods but don’t expect everyone to feel immediately comfortable or confident. This will develop through the lesson.
Preparation Notes
This warm-up is intended to help students to think of factors that make equivalent fractions as any rational number including fractions, mixed numbers, and decimals. The first problem is the most accessible and can be used to explain that it is ok to use these non-integer factors to make equivalent fractions.
Students may also feel a discomfort at seeing decimals and mixed numbers as numerators and denominators. The point of this warm-up is to ease them into feeling more comfortable.
It may help to think of them as ratios in fraction form: “The first fraction can be thought of as a relationship of 1:2, that is the numerator is half the value of the denominator. If the equivalent ratio has a denominator of 7 we need to find a numerator that is half that value.”
Agenda

9. Agenda: 1) Warm Up - you 2) Launch – Vocabulary Definitions - you
OBJECTIVE: Students will be able to convert a measurement from one unit to another using equivalent ratios.
LANGUAGE OBJECTIVE: SWBAT learn & use unit conversion vocabulary.
1) Warm Up - you
2) Launch – Vocabulary Definitions - you
3) Launch – What are units? – partners
4) Explore – Roller Coaster Problem - you
5) Mini-Lesson – New Skill: Unit Conversions - me
6) Guided Practice – Convert units practice problems - us
(Time on this slide – 1 min) Time passed 7 min
In-Class Notes
Do not spend long on this slide.
7) Summary - us
8) Exit Ticket - you

10. Launch - Vocabulary How many inches is 2 feet? 2 feet is 24 inches.
Hint: There are 12 inches in 1 foot.
1 foot = 12 inches
2 feet = 24 inches
(Time on this slide – 1 min) Time passed 8 min
In-Class Notes
Have students put their thumbs up when they know the answer.
Preparation Notes
This is intended to be an introduction to the vocabulary and the idea (but not the process) of unit conversion. This question is intended to be easy and solvable in a number of ways.
Agenda

11. Launch - Vocabulary How many inches is 2 feet? 2 feet is 24 inches.
You have just made a unit conversion.
Feet and inches are the
units of measure.
1 foot = 12 inches
(Time on this slide – 0.5 min) Time passed 8.5 min
In-Class Notes
Students will write their own definitions and then edit them on the next slide on the Guided Practice (GP) worksheet.
Make sure students have this worksheet.
Preparation Notes
“Conversion factor” is the vocabulary term
this is your conversion factor
Today we will learn how to convert units with ratios.
Agenda

12. Launch - Vocabulary
One minute: Write the definitions of these terms on your worksheet.
Conversion
Units (of measure)
Conversion Factor
The act of changing from one thing to another
A standard quantity used to measure. Example: inches, cm
The ratio of a measurement in one unit to the equivalent numerical value in another unit. (ex inches/1 foot = 12/1 or 12)
(Time on this slide – 3.5 min) Time passed 12 min
In-Class Notes
Have students write the definitions on the Guided Practice (GP) worksheet.
Agenda

13. Launch – Think, Write, Pair, Share
Write: Write at least two different units for measuring in each category on your worksheet.
1 min
Think: What are some units for measuring in each category below?
1 min
Share: Students will be selected at random to share 3 units from each category.
1 min
Pair: Talk to your elbow partner. Share units Write Write down any units that you didn’t have before.
1 min
Length
Volume
Weight
(Time on this slide – 5 min) Time passed 17 min
In-Class Notes
1 minute on each step: Think, Write, Pair
Share and review on next slide can take 2-3 minutes
Preparation Notes
Students do NOT need an exhaustive list. This is just to warm-up the brain for thinking about units and what they measure.
You may wish to point out the two systems of measure as a review: English Customary and Metric.
Agenda

14. Launch – Think, Write, Pair, Share
Share: Students will be selected at random to share 3 units from each category.
1 min
Length
Volume
Weight
Inch
Foot
Yard
Mile
Centimeter
Millimeter
Meter
Kilometer
Cup
Fluid ounce
Quart
Pint
Gallon
Liter
Milliliter
Pound
Ounce
Ton
Gram
Kilogram
Metric ton
(Time on this slide – 1 min) Time passed 18 min
In-Class Notes
Students do NOT need to write all these units on their worksheets. This is a warm-up.
Agenda

15. Explore
Emily, Lilo, and Henry are going to go to Six Flags on a field trip. They all want to go on the Batman roller coaster ride, but they have to make sure they are each tall enough to go on the ride.
(Time on this slide – 1 min) Time passed 19 min
In-Class Notes
Students will work on this problem independent of the teacher initially to establish a need for the skill taught in this lesson.
Distribute the Guided Practice (GP) worksheet to all students.
Agenda

16. Explore
Their teacher looks up the height requirement and it is 54 inches. The students know their heights in feet but not in inches. Help them to figure out if they are each tall enough to ride the Batman roller coaster.
(Time on this slide – 1 min) Time passed 20 min
In-Class Notes
Students will work on this problem independent of the teacher initially to establish a need for the skill taught in this lesson.
All this information can be found on the Guided Practice (GP) worksheet.
Agenda

17. Explore Emily Lilo Henry 4 feet, 4 inches 4 ½ feet 4 ¾ feet
You must be 54 inches tall to ride the Batman roller coaster. Who can and who cannot go on this ride?
Take 5 minutes to work on this problem on your own.
(Time on this slide – 5 min) Time passed 25 min
In-Class Notes
You may wish for students to work on their own or in pairs, whatever you think will be the most efficient use of time. Students need not solve the problem for the lesson to continue.
All this information can be found on the Guided Practice (GP) worksheet.
Preparation Notes
Anticipate that students will have a variety of thoughts on how to proceed including not knowing what to do. Encourage them to point out what make the problem difficult if they are finding it to be so. (Different units!) Just having a need for the same units without actually knowing what to do is a perfectly reasonable outcome for students working for 5 minutes on this problem.
Agenda

18. Explore Emily Lilo Henry 4 feet, 4 inches 4 ½ feet 4 ¾ feet
You must be 54 inches tall to ride the Batman roller coaster. Who can and who cannot go on this ride?
Share: How could we make this problem easier to do?
Think, Write, Pair, Share: What makes this problem difficult?
Write your thoughts on your worksheet. Then share with your partner.
(Time on this slide – 5 min) Time passed 30 min
In-Class Notes
You may wish for students to work on their own or in pairs, whatever you think will be the most efficient use of time. Students need not solve the problem for the lesson to continue. Have them try to work on the problem for a couple of minutes, then pause and answer the Think, Write, Pair, Share question by writing on the worksheet in the space provided.
All this information can be found on the Guided Practice (GP) worksheet.
Preparation Notes
Anticipate that students will have a variety of thoughts on how to proceed including not knowing what to do. Encourage them to point out what make the problem difficult if they are finding it to be so. (Different units!) Just having a need for the same units without actually knowing what to do is a perfectly reasonable outcome for students working for 5 minutes on this problem.
Agenda

19. New Skill – Unit Conversion Using Ratios
We need to
convert units!
Vocabulary
Let’s change the 54 inches to feet.
First we need the unit conversion rate. Let’s look on a unit conversion table to find the information. 1
(Time on this slide – 2 min) Time passed 32 min
In-Class Notes
Make sure you give students the Unit Conversion Tables document.
Preparation Notes
Options available for what students should do during the next 8 slides:
students watch the first time without writing anything down
“cloze” document for keeping track of how to perform the skill of unit conversion so that students pay careful attention to the details
give students who need it (particularly students whose IEPs require a break-down of step-by-step procedures) the Unit Conversion Steps document to glue into their notebooks. Encourage them to put a finger on each step as it is projected on the screen.
Agenda

20. Mini-Lesson: Unit Conversion Using Ratios
A rate is a ratio
showing the relationship of 2 different measurement units.
Vocabulary
Let’s change the 54 inches to feet. 1
First we need the unit conversion rate.
Put your finger on the unit conversion rate.
(Time on this slide – 1 min) Time passed 33 min
In-Class Notes
Students are looking at the Unit Conversion Tables document side by side with the Guided Practice document.
Preparation Notes
For students who easily lose focus, take time to help them to glue some of these documents into their notebooks so they don’t lose them or get confused by too many papers. Suggestion:
Glue in Unit Conversions Tables into a reference section of the student’s notebook. Print it on colorful paper so that it is easy to find.
Have step-by-step instructions on a different colored paper on the desk to be glued into today’s notebook page at the end of class.
Make sure the student realizes the the Guided Practice worksheet will be used during the entirety of the class and needs to be filled in as we go through the lesson.
Agenda

21. Mini-Lesson: Unit Conversion Using Ratios
Next we will write the conversion rate as a ratio in fraction form: 2
Does it matter if I write the ratio with 1 foot on the top or the bottom? or
What do you think?
This is a unit rate because it is 12 inches per 1 foot.
(Time on this slide – 1 min) Time passed 34 min
In-Class Notes
You may wish to ask students to write the conversion factor as a rate in their notebooks before revealing (by clicking) the two options. It is already written on the Guided Practice (GP) document all students are using to follow along.
A unit rate is a
rate where one measurement has a value of 1.
Vocabulary
Agenda

22. 3 Vocabulary Vocabulary Launch To convert 54 inches into feet
means change
Vocabulary
To convert inches into feet 3
we will make an equivalent ratio. We write the unit =
conversion ratio as a rate in fraction form and set it equal to another ratio.
(Time on this slide – 1 min) Time passed 35 min
In-Class Notes
Encourage students to look at the same set up equivalent ratio on the Guided Practice (GP) document.
Vocabulary
Agenda

23. Launch
We write the unit conversion ratio as a rate in fraction form and set it equal to another ratio. 3 =
You could also write: =
(Time on this slide – 1 min) Time passed 36 min
In-Class Notes
Encourage students to look at the same set up equivalent ratio on the Guided Practice (GP) document.
The important thing to remember is that the units on top must match. And the units on the bottom must match.
Agenda

24. Launch
Next we put in the number we are converting into the second ratio. We are 4
converting 54 inches into feet. Should we put 54 on the top or the bottom of the ratio? =
(Time on this slide – 1 min) Time passed 37 min
In-Class Notes
Have students fill in the 54 on the Guided Practice (GP) document before clicking to reveal the correct location.
Agenda

25. Launch
Now, to find the feet, we need to find the factor we multiply by to make these two 5
ratios equivalent.
That is,
What do I multiply 12 by to get 54?
Put your hand up when you think you know. =
Where have we done this before in this lesson?
x ?
(Time on this slide – 1 min) Time passed 38 min
In-Class Notes
Give students some wait time to think about how to find the factor.
Encourage students to make the connection to the Warm-Up. This is just like making equivalent fractions.
Equivalent means
equal value.
Vocabulary
Agenda

26. Launch
Next, to find the feet, we need to find the factor we multiply by to make these 2 ratios equivalent. 5
12 x ___ = 54
so…
54 ÷ 12 = ___
4.5 =
x ?
(Time on this slide – 1 min) Time passed 39 min
In-Class Notes
Students should be helped to understand that to find the missing factor they need to divide.
Agenda

27. Launch
I use the same factor top and bottom to make an equivalent ratio. 6
x 4.5
So,
54 inches = 4.5 feet
4.5 =
Now we can solve the problem!
x 4.5
(Time on this slide – 1 min) Time passed 40 min
In-Class Notes
Have students fill in the factors and the equivalent feet on the Guided Practice (GP) document.
4.5 is your
conversion factor.
Vocabulary
Agenda

28. Launch Emily is 4 feet 4 inches Lilo is 4½ feet tall
Henry is 4¾ feet tall
You must be 54 inches or 4.5 feet to ride the coaster.
Remember that
1 foot is 12 inches
so 0.5 feet is 6 inches.
So who can and who cannot ride Batman?
Take a few minutes to find the answer to this question. Write it on your worksheet.
(Time on this slide – 3 min) Time passed 43 min
In-Class Notes
The blue box contains the question that must be answered. Ask students if they have enough information to solve the problem now. Then give them 3 minutes to answer the question in the blue box. Encourage them to write their answers on the Guided Practice (GP) document.
Some students may need help realizing that 4.5 feet is 4 feet and 6 inches. There is space on the Guided Practice (GP) document to change those units.
Agenda

29. Launch Emily is 4 feet 4 inches Lilo is 4½ feet tall
Time to Discuss It!
Emily is 4 feet 4 inches
Lilo is 4½ feet tall
Henry is 4¾ feet tall
You must be 54 inches or 4.5 feet to ride the coaster.
Cannot go
Can go
Can go
Lefty tell Righty: Explain how to use equivalent ratios to convert 54 inches to 4.5 feet.
So who can and who cannot ride Batman?
(Time on this slide – 2 min) Time passed 45 min
In-Class Notes
Click to reveal the answers.
“Lefty” and “Righty” refer to the two people in a dyad grouping. Make sure students are paired up so that each student has a role in a conversation.
Circulate listening to conversations among the pairs. Listen for ideas you can share out to the whole class. Ex. “I heard Juan tell Jasmine that converting units is like making an equivalent fraction.”
Preparation Notes
This discussion time is very helpful to give students a chance to process the skill taught in this lesson.
Righty tell Lefty: Explain how to use the 4.5 feet to solve the problem.
Agenda

30. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
First, find the conversion rate.
Check your worksheet if
you forget your vocabulary.
Vocabulary
Then, set up the conversion rate as a ratio in fraction form.
(Time on this slide – 1 min) Time passed 46 min
In-Class Notes
This begins the guided practice section of the lesson. All problems are on the Guided Practice (GP) document.
There is an Advanced Work document for students who show an early competence with this skill. (see preparation for advanced students below)
Preparation Notes
The Advanced Work document includes many more unit conversion problems including some that require multiple steps. If students aren’t ready for that yet but find the lesson too slow, encourage them to do all the problems they find straight-forward then pay attention to the demonstration of #6 on the Guided Practice (GP) worksheet before attempting them again.
Agenda

31. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
First, find the conversion factor.
Then, set up the conversion factor as a rate in fraction form.
(Time on this slide – ½ min) Time passed 46½ min
In-Class Notes
Students will follow along using the Guided Practice (GP) worksheet. Take time on #1, but go faster on later problems.
Students who are finding the answers quickly can be given the Advanced Work worksheet.
Agenda

32. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
Now make another equivalent ratio. Units must be the same across the top and the bottom. =
(Time on this slide – ½ min) Time passed 47 min
In-Class Notes
Point out that the feet and feet are on the same side of the bar – the top in this case but could be the bottom. If there is time you can set up another conversion with 1 yard/3 feet.
Preparation Notes
If you prefer, you can delete these slides and have a student come up to demonstrate instead of the powerpoint.
Agenda

33. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
Then put the information from the problem into the second ratio. =
(Time on this slide – 1 min) Time passed 48 min
In-Class Notes
You can call on a student to tell you where to put the 2.5 or have students vote by a show of hands. “Does the 2.5 belong on the top or the bottom of the ratio?”
Click to reveal the answer.
2.5
Agenda

34. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
Find the conversion factor that we multiply or divide by to move from left to right. =
(Time on this slide – 1 min) Time passed 49 min
In-Class Notes
The factor is the “conversion factor”.
2.5
1 x ___ = 2.5
x 2.5
x ?
Agenda

35. Practice
Let’s practice setting up equivalent ratios to solve unit conversion problems.
Practice Problem #1
2.5 yards = ____ feet
7.5
x 2.5
Multiply by the same factor top and bottom to make an equivalent ratio.
7.5 =
(Time on this slide – 1 min) Time passed 50 min
In-Class Notes
If you have more time, here is an excellent time in the lesson to have students take turns explaining to their partners how to change 2.5 yards into feet.
2.5
x 2.5
Agenda

36. Practice
Practice Problem #2
28 fluid ounces = ____ cups
Practice Problem #3
2¼ pounds = ____ ounces
3.5 36
x 2¼
x 3.5
x ?
3.5 2¼ = = 28 36
x 3.5
x ?
x 2¼
(Time on this slide – 4 min) Time passed 54 min
In-Class Notes
For #2 and #3 have students anticipate each step and perform it before each click:
set up conversion factor as a unit rate in fraction form
set up the units for the equivalent fraction
fill in the given information in the right location
find the factor for conversion
calculate the measurement in the new units
write the answer in the box provided on the Guided Practice (GP) worksheet.
Preparation Notes
Students who are finding the answers quickly can be given the Unit Conversion Algorithm worksheet. Then they can move on to the Advanced Work worksheet.
Agenda

37. Practice
Practice Problem #4
13.2 feet = ____ meters
Practice Problem #5
5 pounds = ____ kg 4
2.25
x ?
x 5
x 4 4 5 = =
13.2
2.25
x ?
x 4
x 5
(Time on this slide – 4 min) Time passed 58 min
In-Class Notes
For #2 and #3 have students anticipate each step and perform it before each click:
set up conversion factor as a unit rate in fraction form
set up the units for the equivalent fraction
fill in the given information in the right location
find the factor for conversion
calculate the measurement in the new units
write the answer in the box provided on the Guided Practice (GP) worksheet.
Preparation Notes
Students who are finding the answers quickly can be given the Unit Conversion Algorithm worksheet. Then they can move on to the Advanced Work worksheet.
Agenda

38. Practice 5
Practice Problem # quarts = ____ liters
x 2.5
x ?
x 2.5
2.5
2.5 = = 10 5
x 2.5
(Time on this slide – 2 min) Time passed 60 min
In-Class Notes
For #2 and #3 have students anticipate each step and perform it before each click:
set up conversion factor as a unit rate in fraction form
set up the units for the equivalent fraction
fill in the given information in the right location
find the factor for conversion
calculate the measurement in the new units
write the answer in the box provided on the Guided Practice (GP) worksheet.
Preparation Notes
Students who are finding the answers quickly can be given the Unit Conversion Algorithm worksheet. Then they can move on to the Advanced Work worksheet.
x ?
x 2.5
Agenda

39. Summary
Today we learned how to convert units using equivalent fractions. Fill in the vocabulary words to complete the explanation of how to do it.
1.) Write the ____________ _________ as a ratio in fraction form. 2
x ? 2
2.) Make an ___________ _______ by setting it equal to another ratio. = 24
3.) We put the number we know into the 2nd ratio & find the ___________
___________.
x 2
(Time on this slide – 2 min) Time passed 62 min
In-Class Notes
Students can write these sentences in their notebooks.
Preparation Notes
This provides a quick read of the comfort of the students with the new skill without taking too much class time or yet another paper to collect.
Word Bank:
convert ratio conversion rate
equivalent ratio conversion factor
4.) Then _________ the units by multiplying by the conversion factor.
Agenda

40. Summary
Today we learned how to convert units using equivalent fractions. Fill in the vocabulary words to complete the explanation of how to do it.
1.) Write the ____________ _________ as a ratio in fraction form.
conversion 2 ?
x ?
rate 2 =
2.) Make an ___________ _______ by setting it equal to another ratio.
equivalent ratio 24
3.) We put the number we know into the 2nd ratio & find the ___________
___________.
x 2
conversion
(Time on this slide – 2 min) Time passed 64 min
In-Class Notes
Students can write these sentences in their notebooks.
Preparation Notes
This provides a quick read of the comfort of the students with the new skill without taking too much class time or yet another paper to collect.
factor
Word Bank:
convert ratio conversion rate
equivalent ratio conversion factor
convert
4.) Then _________ the units by multiplying by the conversion factor.
Agenda

41. Exit Ticket Solve the problem. Put your thumb up when you are done.
90 inches = _____ yards
Choose the best answer from the four given below.
Write it down next to your work.
When you hear the answer you chose, put your hand up.
1½ yards
2½ yards
30 yards
270 yards
(Time on this slide – 2 min) Time passed 66 min
In-Class Notes
Students are instructed to put their thumbs up when finished so the teacher knows when most students have finished the work.
Students then pick a multiple choice response and wait for the teacher to read all the answer choices. They put up a hand for the best response.
Preparation Notes
This provides a quick read of the comfort of the students with the new skill without taking too much class time or yet another paper to collect.
Agenda

42. 1st Time Users of 21st Century Lessons
Description of 21st Century Lessons:
Welcome to 21st Century Lessons! We are a non-profit organization that is funded through an AFT (American Federation of Teachers) Innovation Grant. Our mission is to increase student achievement by providing teachers with free world-class lessons that can be taught via an LCD projector and a computer. 21st Century Lessons are extremely comprehensive; we include everything from warm–ups and assessments, to scaffolding for English language learners and special education students. The lessons are designed into coherent units that are completely aligned with the Common Core State Standards, and utilize research-based best practices to help you improve your students’ math abilities. Additionally, all of our lessons are completely modifiable so you can adapt them if you like.
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43. 1st Time Users of 21st Century Lessons
Standards for This Unit
The lesson that you are currently looking at is part of a unit that teaches the following Common Core Standards:
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44. 1st Time Users of 21st Century Lessons
Requirements to teach 21st Century Lessons:
 In order to properly use 21st Century Lessons you will need to possess or arrange the following things:
Required:
PowerPoint for P.C. (any version should work) Note: Certain capabilities in the
PowerPoint Lessons are not compatible with PowerPoint for Mac, leading to
some loss of functionality for Mac PowerPoint users.
An LCD projector
Pre-arranged student groups of 2 – (Many lessons utilize student pairings. Pairs
should be seated close by and be ready to work together at a moment’s
notice.
Scissors – at least 1 for every pair
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45. 1st Time Users of 21st Century Lessons
Strongly Suggested to teach 21st Century Lessons:
Computer speakers that can amplify sound throughout the entire class
“Calling Sticks” – a class set of popsicle sticks with a student’s name on each one
A remote control or wireless presenter tool– to be able to advance the PowerPoint
slides from anywhere in your classroom
Personalize PowerPoints by substituting any names and pictures of children we
included in the PowerPoint with names and pictures of your own students.
Since many lessons utilize short, partner-processing activities, you will want a pre-
established technique for efficiently getting your students’ attention. (“hands-
up”, Count from “5” to “0” etc.)
Project onto a whiteboard so you or your students can solve problems by hand.
(Lessons often have a digital option for showing how to solve a problem, but
you may feel it is more effective to show the work by hand on a whiteboard.)
Internet connectivity – without the internet you may not have full functionality for
some lessons.
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46. 1st Time Users of 21st Century Lessons
Lesson Preparation (Slide 1 of 2)
We suggest spending minutes reviewing a lesson before teaching it. In order to review the lesson run the PowerPoint in “Slideshow “- Presenters View and advance to the “Lesson Overview” slide. By clicking on the various tabs this slide will provide you with a lot of valuable information. It is not necessary to read through each tab in order to teach the lesson, but we encourage you to figure out which tabs are most useful for you.   
Note: All of our lessons are designed to be taught during a minute class. If your class is shorter than this you will have to decide which sections to condense/remove. If your class is longer we suggest incorporating some of the “challenge” questions if available.
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47. 1st Time Users of 21st Century Lessons
Lesson Preparation (Slide 2 of 2)
 After reviewing the overview slide, click your way through the PowerPoint. As you go, make sure to read the presenter note section beneath each slide. The note section is divided into two sections: “In-Class Notes” and “Preparation Notes.” The In-Class Notes are designed to be concise, bulleted information that you can use “on the fly” as you teach the lesson. Included in In-Class Notes are: a) a suggested time frame for the lesson, so you can determine whether you want to speed up, slow down, or skip an activity, b) key questions and points that you may want to bring up with your students to get at the heart of the content, and c) answers to any questions being presented on the slide. The Preparation Notes use a narrative form to explain how we envision the activity shown on the slide to be delivered as well as the rationale for the activity and any insight that we may have.
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48. 1st Time Users of 21st Century Lessons
Features built into each PowerPoint lesson
There are several features which have been incorporated into our PowerPoint lessons to help make lessons run more smoothly as well as to give you access to additional resources during the lesson should you want them. These features include:
Agenda Shortcuts – On the agenda slide, click on any section title and you will advance to that section. Click the agenda button on any slide to return to the agenda.
Action Buttons – On certain slides words will appear on the chalk or erasers at the bottom of the chalkboard. These action buttons give you access to optional resources while you teach. The most common action buttons are:
Scaffolding – gives on-screen hints or help for that slide
Answers – reveals answers to questions on that slide
Challenge – brings up a challenge questions for students
Agenda – will return you to the agenda at the beginning of the lesson
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49. 21st Century Lessons The goal…
The goal of 21st Century Lessons is simple: We want to assist teachers, particularly in urban and turnaround schools, by bringing together teams of exemplary educators to develop units of high-quality, model lessons.  These lessons are intended to:
Support an increase in student achievement;
Engage teachers and students;
Align to the National Common Core Standards and the Massachusetts curriculum frameworks;
Embed best teaching practices, such as differentiated instruction;
Incorporate high-quality multi-media and design (e.g., PowerPoint);
Be delivered by exemplary teachers for videotaping to be used for professional
development and other teacher training activities;
Be available, along with videos and supporting materials, to teachers free of charge via the Internet.
Serve as the basis of high-quality, teacher-led professional development, including mentoring between experienced and novice teachers.

50. 21st Century Lessons The people…
Directors:
Kathy Aldred - Co-Chair of the Boston Teachers Union Professional Issues Committee
Ted Chambers - Co-director of 21st Century Lessons
Tracy Young - Staffing Director of 21st Century Lessons
Leslie Ryan Miller - Director of the Boston Public Schools Office of
Teacher Development and Advancement
Emily Berman- Curriculum Director (Social Studies) of 21st Century Lessons
Carla Zils – Curriculum Director (Math) of 21st Century Lessons
Brian Connor – Technology Coordinator