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Compute the unit rate as a complex fraction and the equivalent rational
number
What a point (1, r), where r is the unit rate, on the graph of a
proportional relationship means in terms of the situation
TMfSJ Goals:
-Students will understand how racial profiling has impacted the prison population
-Students will recognize that the United States incarceration rate is the highest in
the world and be able to provide explanations for this issue and the implications it
has on those living in the United States
-Students will be able to explain how much money is spent on the prison system
in the United States and provide alternatives for that spending
-Students will be able to explain how the incarceration has changed over time and
provide explanations for this change as well as safe solutions to decrease
incarceration rate
Pretest: will be used at the beginning of the unit to assess students prior
knowledge on the concepts covered in this unit and assign students their learning
level for the unit. Learning levels are designed for differentiated independent
practice and organization during group work and station work. Students are
allowed to adjust their own learning levels if they feel the work is too challenging
or not rigorous enough but must first conference with the teacher.
Exit Slips: will be used daily to assess students understanding of concepts used
in lesson. Exit slips will be used to drive future instruction in the unit.
Quizzes: will be used to assess students comprehension and retention of major
concepts
Tests: will be used at the end of the unit to assess students comprehension and
retention of major concepts
Projects: will be used to assess students ability to apply lesson concepts to
promoting reform of our current prison system
7.RP.2 (Proportional relationships)- relates to students work in 6th grade with unit
rates and ratios, particularly their understanding of 6.RP.2 & 6.RP.3. Mastery of
this standard will support students learning of functions in 8th grade (8.F.1 & 8.F.2)
and linear relationships (8.F.4, 8.EE.5, & 8.EE.6)
7.RP.3 (Multi-step ratio & percent problems) - builds upon students understanding
of 6.RP.3 (Solving problems with ratio) and facilitates future work in probability
unit
Essential Questions: How has the number of people incarcerated in the United States changed over
time?
Who is in our prisons?
How much is it costing us to keep people in prison?
What could we do with the money it takes to keep people in prison?
Required Texts: Parts of CMP3s Comparing & Scaling will be used but the context of the
investigations will be changed so that we can use the content to study the United
States Prison System
Relevant Census of State and Federal Correctional Facilities, 2005
Supplemental http://www.bjs.gov/content/pub/pdf/csfcf05.pdf (Page 6: Services offered to
Resources for either inmates)
Teacher and/or Prison Population: http://www.bjs.gov/content/pub/pdf/p13.pdf
Scholars: Percent increase/decrease: http://www.scoc.ny.gov/pop.htm (New York
inmate totals)
Unit Introduction:
http://ideas.ted.com/how-americas-justice-system-failed-our-children/
https://mic.com/articles/86519/19-actual-statistics-about-america-s-prison-
system#.BuBVFOx3G
https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice?
language=en
The following info graphics:
-Optional: ELA cross curricular study of The Other Wes Moore focusing on
factors that put children at a higher risk for future incarceration
Assessments: Summative: How will students mastery of unit goals and standards be assessed
at the end of the unit?
-Students will take an end of unit cumulative exam, which assesses students
mastery of each CCSS covered in this unit. The exam will assess students
procedural and conceptual understanding of each concept.
-Students will complete an end of unit project in which they will create there own
info graphics about incarceration rates, inmate population, and government
spending in regards to incarceration.
Daily Objectives
Monday Tuesday Wednesday Thursday Friday
SWBAT: Develop SWBAT: SWBAT: SWBAT: SWBAT: calculate
a list of questions determine what determine the part determine the total a percent
they would like to percentage a part given the percent it number of inmates increase/decrease
investigate of a whole is is of total and the in given countries SWBAT: Explain
throughout this unit SWBAT: describe total value when given the how the number of
CCSS: RI.7.9: the make up of the SWBAT: total world inmates have
Analyze how two or US prison determine the population of changed over time
more authors population using make up of the inmates and the CCSS:
writing about the percentages prison population percentage that 7.RP.3: Use
same topic shape CCSS: 7.RP.3: Use based on what type each country proportional
their presentations proportional of crime they represents of the relationships to
of key information relationships to committed total solve multistep
by emphasizing solve multistep CCSS: 7.RP.3: Use over time ratio and percent
different evidence ratio and percent proportional CCSS: problems.
or advancing problems. relationships to 7.RP.3: Use Task: Students
different Task: Students solve multistep proportional will be given a
interpretations of will learn how to ratio and percent relationships to graph of the prison
facts. determine a problems. solve multistep
Task: Students percentage of a Task: Students ratio and percent population in the
will be split into 6 whole though will be given data problems US over the last 30
groups. Each group exploring the racial about what types of Task: Knowing years and will be
will be assigned makeup, gender, asked to determine
crimes US inmates how to solve for the
one of 3 sources to
level of education, have committed part and the the percent
review (See
supplemental socioeconomic and they will percentage, increase
resources). Groups status of the approximate the students will (occasional
will participate in a current US prison current number develop a method decrease) between
jigsaw where they population (2015 of people serving for figuring out the specific years. They
will share census) time for each type total if given both will also be given a
information from table of the New
of crime when of these values.
their source and
given the total After discussing York state prison
begin generating a
list of questions number of inmates this, I will provide population in the
they would like to and the percent students with the past 10 years and
investigate. each type of crime total number of will be asked to
represents. prisoners in the determine the
world and the percent decrease
percentage that (occasional
specific countries increase) between
represent. Students specific years. In
will then need to groups, students
determine the total will discuss possible
number of inmates reasons for the
in the selected increase in prison
countries. This will population over the
facilitate a years and decrease
conversation about in NYs prison
how the US population over the
accounts for 25% of past 10 years.
the prison
population but only
accounts for about
4.5% of the worlds
population.
Notes:
Because this is my first TMfSJ unit, many of the mini lessons (20 min max) will occur using our
current curriculum and then the remainder of the class (40 minutes) will be used to apply these
content to explore issues in our current judicial system
I want students to be able to explore possible explanations for trends they see in the data but I am
having a hard time working that part into the lessons, so I have added research days throughout the
unit so that students have time to explore questions the math is making them aware of
Some portions of 7.RP.3 will not be addressed in this unit and will be covered in a later unit on scale
factor and scale drawings.