labudacj lessonplan ratios

7/28/2019 LabudaCJ LessonPlan Ratios

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NAME:CAROLYN LABUDA DATE:03/29/12NEVADA STATE COLLEGETEACHERPREPARATIONPROGRAMLESSONPLANFORMAT

Lesson Topic:

Description of Classroom:

This lesson is taught in a 6 th grade classroom.

Background:

This is their first introduction to ratios.

Core Curriculum Standards:Students will:

Understand ratio concepts and use ratio reasoning to solve problems (Ratios and Proportional

Relationships). Compute fluency with multi-digit numbers and find common factors and multiples (The Number

System).

Content Objective(s):Students will:

Explore the concepts of ratios in relation to measurements, prices, and geometric/visualcontexts in small groups.

Describe ratios and information within ratios both to their small groups and on a short test.

After practicing in small groups, find the Greatest Common Divisor when reducing ratios on ashort quiz.

Find multiples of ratios in tangible scenarios during group activities.

Language Objective(s):

After viewing a video that uses ratios, students will be able to explain what a ratio is and how itis used (both in class discussion and on a short quiz).

Given a chart that shows different dinosaurs sizes in relation to each other and to the averagehuman, students will be able to use ratios to describe height and length measurementsbetween different species, both to small groups and on a short quiz.

Given a ratio of how many items bought at a store (e.g., 2 shoes to 12 bottles of water) andhow much each item costs, students will be able to calculate how much money a person spentat the store on a short quiz.

Key Vocabulary: Ratio. An expression that compares the number of things (e.g., 1:2, , 1 to 2).

Greatest Common Divisor (GCD). The biggest number that divides into both (or all) of thenumbers.


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Best Practices: (put an X next to those that you address in your lesson)

Preparation Scaffolding Grouping OptionsAdaptation of content Modeling Whole ClassLinks to background Guided practice Small groupsLinks to past learning Independent practice Partners

Strategies incorporated Verbal scaffolds IndependentProcedural scaffolds

Integration of Processes Application AssessmentListening Hands-on IndividualSpeaking Authentic (Meaningful) GroupReading Linked to objectives WrittenWriting Promotes engagement Oral

Teaching Strategies:

Warm Up Activity:

Put on the Youtube video Bad Date after the bell rings.http://www.youtube.com/watch?v=grpqwi1cTyA

Lesson Sequence:Direct instruction:

Write student ideas on the white board/smart board/overhead projector/elmo/whatever else theyvecome up with, so that students can see the ideas as they appear.

[1] Ask students, based on the video, what they think a ratio means; keep a list of ideas on theboard.

[2] Ask students to talk about how the girl in the video was able to change the ratio 57:57 to 1:1and how she changed the ratio of 25:175 to 1:7. Reduce the ratios on the board.

[2.1] Ask for student volunteers to show their work on the board and explain their thinking to theclass

[2.2] Ask for student suggestions as you do the problems on the board

[3] Equip students with the vocabulary to help them express their ideas; go over GCD and thedifferent ways to write ratios (e.g., 1:2, , 1 to 2).

[4] As a class, come up with a method for reducing ratios. The method should include the steps ofcomparing, writing a ratio, and using the GCD (or multiple steps with smaller divisors) to reduce.Record this process on butcher paper and hang it in your classroom for reference.
http://www.youtube.com/watch?v=grpqwi1cTyAhttp://www.youtube.com/watch?v=grpqwi1cTyAhttp://www.youtube.com/watch?v=grpqwi1cTyA


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[5] Ask students a few more questions about the relationships between ratio numbers. Be sure toinclude questions like:

A. On her first bad date, the girl speaks 1 word to every 7 words that her date says. If she

spoke 5 words, how many would her date say? Get the students to see that multiplying both

sides of a ratio gives information that they might need.

B. How many words would she have to say on her second date (6:1) to keep the same ratio if

her date spoke 9 words?

[5.1] Feel free to add any of the methods or insights you come up with to the butcher paper thathas to do with ratios.

[6] Ask students to share other ratios they observe: how many boys to girls in the class? How manycats to dogs do students own?

Activity: Going to Jurassic Park

Split the students into 3 groups (6 for a larger class size, and then just have two groups doing

each activity). You will need toy dinosaurs (or paper cutouts if the budget is tight) and tape measurers (or yarn

paired with rulers) for the Group 1 activity. You will also need a few printouts of the attacheddinosaur size sheet.

You will need an assortment of old boxes (shoe boxes will do or printouts of survival gear) withmade-up price tags for the Group 2 activity.

You will need a (made up) aerial map of the Jurassic Park Island on grid paper for the Group 3activity.

During the group activities, the teacher needs to walk around, offer suggestions, and do aninformal evaluation of the students comprehension levels. If the activities need to pause to goback to direct instruction, that is fine. You may want to say, Everyone stop for a moment. Joeyhas a question that I think youre all going to have when you get to this station, so I need

everyones attention while we work through it.

NOTE 1: This might (and probably will) take more than one day. The teacher should try to wrapup one activity on the first day and have a small discussion about what ratios are to endthe class. Students can rotate to the next activity at the beginning of the next day.

NOTE 2: At the beginning of the next class, hand out a short quiz (attached) as a warm up to geassess if students are understanding the concepts. If they are not, consider doing someof the group activities as a class before continuing.


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Activity 1 [1] Give the students some dinosaur toys (math is always better with araptor or two) and a chart showing dinosaur actual heights (attached).

[2] Ask students to find ratios between the heights of different dinosaurs,dinosaurs and themselves, and heights of the dinosaurs vs. the toys.Questions you might ask include:

A. How many toy raptors would have to be stacked on top of each

other to equal the height of an actual raptor?

B. Assuming that the toy is a scale model of the actual dinosaur, how

long (not tall) from nose to tail is an actual raptor? Can you set this

up using fractions? (Students will need tape measurers)

C. Use ratios to explain how much longer a triceratops is than a raptor

Activity 2 [1] Set out an assortment of survival gear or boxes labeled Rope:$6.25/yrd and Climbing Shoes: $60.50 and Raptor Repellant: 175.00.

[2] Ask students to explain what they could buy in terms of the other itemsusing ratios. Ask things like:

A. How many yards of rope could you buy for the price of 1 canister of

raptor repellant?

B. If every person in your group buys 4 yards of rope and a pair of

climbing shoes, how many yards of rope would your group have?

How can you describe that as a ratio? How much money would you

have spent as a group, and how would you describe that as a ratio?

Activity 3 [1] Give students a map of Jurassic Park that has scale drawings on graph

paper of dinosaur habitats and buildings. Ask them questions like:

A. If every 2 boxes on this map is a yard in real life, then what is a

reduced ratio that uses feet as its units?

B. If the T-Rex gets loose and runs after your jeep, youre probably

going to be pretty scared, so youll have to do the math before you

travel to the island. The jeep has a 6-centimeter head start on the

main road, and the T-Rex gets out of the cage at the X on the

map, If the jeep travels 1 centimeter for every 2 that the T-Rex does

(a ratio of 1:2), will it get to the compound before the T-Rex eats it?

C. The raptor cages (shown as one big area on the map) containthree separate enclosures. One is 185 feet by 245 feet, one is

75 feet by 114 feet, and one is 455 feet by 508 feet. If you were

flying over these enclosures, which one would seem most square;

which one would seem the least square?


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Accommodations:

None (need a class first).

Supplementary Materials:

Dinosaur toys or cutouts

Boxes or cutouts of supplies with fake price tags

USB drive or other means to show the video warm up to the class

Tape measurers or a combination of yarn and rulers to measure surfaces that are not straightlines (i.e., dinosaurs)

Map (made up) of Jurassic Park on graph paper

Review/Assessment:

During the activities, the teacher should walk around and conduct an informal assessment of

the students progress. The teacher should allow students to struggle a little with the material, but should continuously

offer help connecting the material to prior knowledge.

If students are struggling too much with the activity, or they are struggling with a certain

concept, the teacher should pause the activity and address the difficulties.

Students will answer the following questions on a quiz after they have completed at least one

of the activity rotations

Reflection:


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Appendix A: Dinosaur Size Chart


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Appendix B: Short Quiz

1. How would you describe a ratio?

2. What are some different ways to write a ratio between the numbers 6 and 12?

3. Create a story problem for one of the ratios that was your answer in number 3.

4. Describe something from your life in terms of a ratio.

5. Are there any questions that you have about ratios? Is there anything that just doesnt makesense to you?

labudacj lessonplan ratios

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