Discuss a team that you have been a part of where something has happened and the trust was lost.

Trust in Team Dynamics

Trust is a key aspect in team dynamics. It is one of the basic emotions that brings teams together, and unfortunately it can also destroy a team if trust is lost. 

For the first paragraph of your post, address the following bullet point (and sub-bullet points):

  • Discuss a team that you have been a part of where something has happened and the trust was lost. If you have not experienced this, talk to someone who has and use their situation instead.
    • Why did the loss of trust occur?
    • Were all members involved or just select members?
    • What did leaders do to try to fix the situation?
    • Was the team able to recover?
    • What would you have done differently if you were the leader in that situation?

For the second paragraph of your post, choose one of the following bullet points. Where possible, select a different bullet point than others have been selecting (i.e., we should try to spread the bullet points out so that each is getting equal attention during the discussion).

  • What are the key processes leaders or organizations consciously use to create trust?
  • Since most teams do not have conscious designs for creating trust among team members, design a strategy for incorporating trust among them.
  • How do group and individual emotions affect the trust-building, trust-maintaining, and trust-losing processes?
  • What is the role of the socialization within an organization for enhancing trust?

The final paragraph of your post (3 to 4 sentences) should summarize the one or two main points that you are attempting to make in your post.


CLC – Reconstructed Lesson Plan: Ratios and Proportions

Casey Kabeary, Crystal Moore, Antoinette Pearsall, Kansas Devlin, & Malee Raphael

Grand Canyon University: EDU-470

June 16, 2019


Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan TitleCasey Kabeary, Crystal Moore, Antoinette Pearsall, Kansas Devlin, & Malee Raphael6th GradeJune 16, 2019Mathematics : Ratios and ProportionsRatios & Proportions
I. Planning
Lesson Summary and Focus:In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.Students will use colored snow cone flavoring to create a perfect new colored flavor. Students will see how the amount of each flavor will change the flavor as well as the color. To have consistency in creating new flavor the amounts (ratios) must stay the same. Students will observe and identify how to make a larger batch of the new flavor. Students will understand that when the proportions are not the same the outcome will be different.Students will be able to use ratios and proportions to solve real- life problems (Common Core State Standards, 2019).
Classroom and Student Factors:Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students.The class has 30 students total. 18 of which are at grade level in Math, 6 are above the grade level, and 6 are below the grade level. 5 students have either an IEP or a 504 plan. There are 4 English Language Learners, one student with hearing aids and one diabetic student (Grand Canyon University, 2015).
National/State Learning StandardsIdentify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and text.CCSS.MATH.CONTENT.6.RP.A.3Using ratios and proportions students will be able to solve real- life problems (Common Core State Standards, 2019).
Specific Learning Target(s)/ObjectivesSpecify what the students will be able to do after the standards-based lesson.The students will be able to make the perfect batch of the new snow cone flavor and have consistency in color and taste. Students will have an understanding that the amounts of flavoring matter when trying to make something the same every time. Students will be able to understand and identify the meaning of ratio and proportion and begin to apply it to real-world problems.Teaching NotesClarify where this lesson falls within a unit of study.Possible Road BlocksStudents will have a hard time understanding how proportions will effect the outcome if the ratio is not the same. It will be important to have them talk through what makes a flavor good and how too much of one ingredient can make something good bad. Such as the amount of salt used in a recipe. If someone uses more salt than called for then the recipe may taste wrong. Students will have to think outside the box and make personal connections to taste and flavors.Students may have an understanding of the original ratio but may have issues when having to accommodate for the larger proportion being made. It will be important to pair up or group the lower level students with those who have a better understanding so they can see it modeled correctly.Students may have a hard time thinking of their own real-world problems to create. Some examples may need to be provided such as, recipes, colors, how to make glue, slime or play dough. All of these would have a representation of ratio and proportion.Students may have a hard time with consistency when they each make their own personal batch of the same color. Some may rush or use the wrong proportions or measurements. It will be important to demonstrate what it would look like and remind them that it is important to try to do the same thing that was demonstrated.
AgendaIdentify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post as an agenda for the students that includes the approximate time for each segment.Opening- Students will watch a 5 minute video on ratio and proportions using paint. Basic vocabulary for the lesson will be front loaded. Specifically the terms, whole, part, ratio, proportion and consistency.Learning and Teaching Activities. I will demonstrate for the students how to make the most awesome new snow cone flavor. I will discuss and show then how much of each flavor will be needed to obtain the new flavor. Students will then be asked to in their groups show using graph paper and colored pencils and or the color blocks the ratio to make the new flavor. Then the students will be asked to show how to make the new flavor if they were making 20 snow cones.Students will think-pair-share what they felt they learned and then work with a partner to create their own real world problem. Two volunteers will be selected to share their new problem and the class will solve. Students will then get the chance to make their own know come with the new flavor.Formative AssessmentIdentify the process and how you will measure the progress toward mastery of learning target(s).Students will be assessed on their knowledge of the vocabulary as it is discussed in class. Using signals for understanding before moving to the actual lesson to check before continuing. During the activities I will walk around the room and assess if students understand the concept of ratio’s and proportions and will see this as they draw or build their representations of the ratio for the new flavor. I will be able to correct and assist as I walk around the room. Students will also be able to help one another to assess if their group mates are on the right track. When students create their snow cone we will see how consistent the color created is when poured over the ice.
Academic LanguageKey vocabularyInclude thecontent-specific terms you need to teach and how you will teach students that vocabulary in the lesson.RatioProportionPartWholeConsistencyThe vocabulary will be front loaded after the intro video so that we as a class can make sure that every one has a basic understanding of the terms being used. These terms will be in the form of vocabulary cards that can be placed on the word board in the classroom to refer back to during the lesson.FunctionClarifythe purpose the language is intended to achieve within each subject area. Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?Students will gain an understanding of the terms that will help them to understand ratio and proportion. Specifically in creating a flavor they will see how the different parts combined in a consistent way will yield the same results. Students will understand that the ratio does not change even when the proportions do.FormDescribe the structures or ways of organizing language to serve a particular function within each subject area. What kinds of structures will you implement so that your students might demonstrate their depth of understanding?It will be important to front load the vocabulary specifically to help the language learners and low-level students to connect to the material and engage their own experiences and understanding to the lesson.It will be important to use sentence frames when helping students to discuss ratio and proportion. Such as “The ratio of blue raspberry to cherry will create a new flavor and color” then use the same structure when the students create their own problems.Using hand signals to engage in understanding of the language will help move the process along. However it will be important to make sure students are not just copying one another.
Instructional Materials, Equipment, and TechnologyList ALL materials, equipment, and technology you and the students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.Textbooks? Not sure what text book is neededSmart BoardVideo Link for IntroShaved Ice (maybe like the hand crank ones)IceSnow Cone Flavoring, Blue Raspberry and Wild Cherry(Sugar Free syrups for the diabetic student at the end to enjoy)Cups/Spoons/Napkins or paper towelsPaperColored pencilsColored cubesThinkCentral for homework
GroupingIdentify grouping strategies that will support your students’ learning needs.Whole class instruction will be used for the introduction, opening and vocabulary. Students will be placed into groups to work with the colored pencils and colored cubes to demonstrate and create the ratio that has been presented. Students are in groups but working independently as well allowing for the students who are language learners or below grade level to work along side those who are proficient. Students will then be paired to discuss understanding and what they have learned and to create their own real-world problem.
II. Instruction
A. Opening
Prior Knowledge ConnectionIdentify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives.
Anticipatory SetIdentify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice)
I DoStudents DoDifferentiation
Your “I Do” instructional procedures should include:The teaching strategy you will use to teach each step as well as the modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.Script detailed, step-by-step instructions on how you will implement the instructional plan.Use a numbered list of each step;bold every example of modeling; italicize every formative assessment.Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”Please use a corresponding numbered list.Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.Please use a corresponding numbered list.Include extension activities: What will students who finish early do?
Summative AssessmentInclude details of any summative assessment as applicable and attach a copy with an answer key. Explain how the summative assessment measures the learning target(s)/objectives. If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.Students will take a ratios, proportions, and unit rate test to identify and measure mastery of learning targets and objects. Students will need to do multiple step equations based of prior knowledge and implement new strategies to find answers for ratios, unit, and proportions (TeachersPayTeachers, 2019). Below you will find the test and answer key.Differentiation:Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.ELL and RTI tier 2 students may be provided differentiation in the form of having a teacher read the questions if struggling.Behaviorally challenged students will sit closer to the front of the room to help them keep focused on task at hand.
ClosureExplain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation. Identify how students will confirm transfer of the learning target(s)/objectives to application outside the classroom.Students will be asked to think-pair-share what was most confusing about ratios during the lesson activity. Then will elbow partners write their own ratio real-world problem. Two partners will be called upon to share their ratio problem on the white board with the class and solve in whole group discussion.
HomeworkClearly identify any homework tasks as appropriate. Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets/objectives. Attach any copies of homework.Homework will be on ThinkCentral where students will have a set of questions pertaining to ratios and proportions. It is a drill-based practice where students have access to steps and hints if struggling with ratios equations. It will also be used as a formative assessment for the teacher to identify how or if certain students need additional review.

Summative Assessment: Ratios and Proportions Test

Question 1: Identify the ratio of the apples to cherries.

A. 4:7

B. 7:4

C. 3:4

D. 3:7

Question 2: Determine the ratios of boys to girls in a classroom of 32 students with 16 girls and 16 boys. In simplest form.

A. 16:16

B. 16:32

C. 32:16

D. 1:1

Question 3: Use the model below to answer question number 3.

A. 6:7

B. 13:7

C. 1:1

D. 13:6

Question 4: Solve portions for the missing variable.





A. x = 4

B. x= 1

C. x= 12

D. x= 3

Question 5: There are 4 friends who want to go to the movies. It cost a total of $32.00 for all four tickets. The ratio is $32.00 for 4 friends. How is this written as a unit rate?

A. 8 dollars per person

B. 12 dollars per ticket

C. 4 dollars per ticket

D. 4 dollars per person

Question 6: Write the ratio 560 miles in 7 hrs as a unit rate.

A. 80 miles per hour

B. 80 miles per minute


1. C

2. D

3. A

4. B

5. A

6. A


Common Core State Standards. (2019). http://www.corestandards.org/Math/Content/6/RP/A/3/

TeachersPayTeachers. (2019). Ratio and Proportion Summative Assessment. Retrieved from https://www.teacherspayteachers.com/Product/Ratio-and-Proportion-Summative-Assessment-1899111

Grand Canyon University. (2015). Class Profile

500 words

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