Feedback Report

Consider adding the word "activity" following Try It! Thus it would read "Write the following sentence frames to be used during the Try It! activity."

For this challenge, I suggest that it be reworded for clarity so that students understand whats being asked of them.
Suggestion:
When using proportions to solve a scale factor problem
related to a map, if the given the scale factor is 1 in. = 12 mi,
how can the actual distance of 180 miles be changed to inches to show the equal distance on the map ? Write the proportion.

There are 3 out of the 4 bars shaded in which could represent 75% instead of 25% of the apples. I suggest that only one bar be shaded for clarity of what the question is asking.

Ensure it is mentioned in the text what "GCF" stands for.

The word problem involving different speeds George runs has confusing word usage. Consider revising to "How many times will George change his speed?" Also, it would be recommended to increase the distance as 2/5 of a mile is a rather awkward distance.

For the question mark indicating the math problem consider placing a box around it to lessen any confusion. For example where it says "and ? gal over the bar" consider placing a box around the question mark.

Possible change from "Student build upon their experiences. . ." to "Students will build" and "They will become familiar with. . ."

Placing the comment about the meats and cheeses on page 38 is confusing. Consider rewording the problem to include "The following meats (salami, turkey, and ham) and cheeses (Swiss and cheddar) will be used."

In addition, the problem is on page 39; the added information is on the sidebar of page 38. It would be helpful for these to be on the same page.

At the beginning of the second paragraph under Ratios and Proportions consider revising to the following:
"As they progress, students will develop the skills..." and "They will build concrete models. . ."

The comment about Bryce feels out of place. Considering adding a sentence such as "Read the example on the next page. Use color tiles to show create the information. Have students use six tiles of one color to show the apples Bryce had. . ."

Perhaps change the beginning of the first sentence to indicate which problem is being referred to. The paragraph begins with "Reread the problem with students." As it stands now, the problem being referenced seems vague.

As mentioned in a previous comment, instead of writing, "Reread the problem with students", consider adding in the words "Reread the Try It! problem on the next page."

The final sentence is very long and the word "misconception" is repeated multiple times.

Suggestion of how to change: Potential misconceptions identified in the Look Out! section help teachers anticipate and monitor these issues throughout the lesson. This ensures that students engage in productive struggle without reaching the point of frustration.

Consider changing "School is located at the origin" to "The school is located at the origin."

Talk About It: 3rd bullet
"Ask: Are the ratios 8/2 and 4/1 in proportion?" should be changed to "Are the ratios 8/2 and 4/1 proportional?".

Workplace applications for students needs to be outside of school unless referencing members of the workforce working at a school such as teachers or contractors. Maybe mention contractors installing windows in the school.

In the Talk About It section on page 38, students are not required to order. They just find the decimal equivalents. In the Solve It portion, students are required to order the decimals, but there are no fractions. In order to increase the rigor, students should order the rational numbers in the Talk About It section, not just find the equivalents. They should also include fractions in the Solve It section.

A mention of an intentional teaching moment might be added to the activity in Solve It to make it more explicit to the teacher that students should be modeling formulas for triangles and not just labeling base and height.

There should be a clear distinction between conversations related to spread and shape. This citation was also used for the SE on data and spread.

On the Talk About It, third bullet, maybe include the question, "How does this affect the spread?" This will make the concept delivery more intentional as students manipulate data.

Say this: "The pet store owner doesn't want any aquarium to have significantly more fish than the others" instead of this: "The pet store owner doesn’t want any aquarium to have too many more fish than another."