Professional Documents
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Ratios!!
Name: Mary Sramek
Grade Level: Middle School (6th grade)
Materials Required:
Sticky Notes
Celebrity Ratios pictures
Shapes and Animals cutouts
Varied Ratio Middles
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."
Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly state with
Blooms taxonomy verb) including the level of proficiency. (3Cs = Content/Performance, Condition and
Criteria i.e. The student will {Blooms taxonomy verb}{level of Blooms taxonomy learning} so that they demonstrate 4out of
5 or higher proficiency on the {end of lesson assessment rubric}.
Objective 1: The student will understand that the concept of ratio is the relationship between two quantities
by working together as a class to sort pictures of celebrities into four (or more) categories so that they can
correctly compare the categories to one another using correct ratio language and achieving a 2/2 or 100%
proficiency on the Celebrity Ratio Rubric.
Objective 2: The students will individually use correct ratio language and the Shapes and Animals
assessment to describe the at least three relationships between different categories of objects given to them so
that they are able to get 5/6 proficiency on the Shapes and Animals rubric.
Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess that
students are progressing towards or have mastered EACH objective? (Formally- tests, quizzes, worksheets, rubric
based projects or performances/Informally observations, conversations). Make sure to include necessary rubrics and/or
scoring guides and answer keys.
Using the Shapes and Animals rubric, the teacher will measure proficiency of the students based on their
ability to correctly set up the ratio with the use of a : , / or to and their ability to correctly compare
two different sets of criteria in a ratio.
Student Name:
The student
correctly compares
two different sets of
criteria to each
other.
(_____/3)
The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/3)
Total
(____/6)
Student A
Student B
Student C
Note: You will embed the names of your assessments into the sections below to communicate when during the instruction part of
your lesson you will implement each assessment and the allotted time necessary. Depending on how quality and detailed your
section above is, you should be able to minimally explain below to keep from repetition.
(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components. You may
structure your lesson however you like to best meet your planning needs but make sure to somehow still identify that you have
each component. For Direct Interactive Instruction, you may use the To, With & By Model Direct Teaching with Integrated
Modeling, Guided Practice and Independent Practice. For Inquiry, you may use the 5 E model Engage, Explore, Explain,
Elaborate, and Evaluate.) Consider and plan how you will transition and other classroom management components that will
affect your instruction.
Instruction: (Allotted Time 23 minutes total) You may want to break the times out by DII, Modeling, GP and IP to make sure youve planned effectively)
a. Direct Instruction: 11 minutes
i. When the students are finished sorting the celebrities, the teacher will have the students write
two sentences describing why and how the celebrities were sorted into the groups they were
(QUICK WRITEAVID/SUMMARIZING AND NOTE TAKINGHIGH YIELDING).
The teacher will then lead a discussion about final decisions on the groupings and then make
group for the whole class to use during the guided practice and instruction. As a class, they will
decide if this is good criterion.
1. Why did you choose to separate the celebrities like you did?
2. By sorting these out as we have, we are saying that they different. We could sort by
height, weight, eye color, or even by how many Oscars they have. When we do this we
can then compare the criterion to one another with what we call a ratio (Ratios, 2015).
3. The students will put the celebrities on the board in their sorted order so they are able to
see the sorting as a class. (This will be used in the modeling portion of the lesson).
4. The teacher will then tell the students the purpose for the lesson and go through the
objectives with them as a whole (FOLLOW OBJECTIVE THROUGH
LESSON/GIVE STUDENTS GOALSHIGH YIELD STRATEGY/HIGH
LEVERAGE PRACTICES).
a. Today we are going to be able to:
i. Understand that a ratio is the relationship between two quantities.
ii. Use correct ratio language to describe the relationship between two
different categories of objects given to them.
b. Modeling: 15 minutes
i. Before beginning, the teacher will review a few terms to be sure that the students have a basic
understanding of the vocabulary.
1. We said that a ratio is the relationship between two quantities. What words on our word
wall (HIGH YIELD STRATEGY) could relate to the definition of a ratio? What
words in the definition should we know before we can actually work with ratios?
a. Students may say the definition of relationship or quantities.
ii. The teacher will then explain that a ratio is the relationship between two quantities. When we
compare the relationship we separate each object by to.
1. For example: For every ONE person in this room there are TWO hands. If you were to
say the ratio you would say that the person to hand ration is two hands to every one
person.
2. A ratio is a part-to-part comparison, but also a part to whole. We can compare
something to another object, but it can also be compared to an entire group.
iii. The teacher will use the example to show the students what the ratio should look like on the
board. It will be written in three different ways.
1. 1 person : 2 hands
2. 1 person / 2 hands
3. 1 person to 2 hands
iv. The teacher will use a sample of the celebrities to show the students the part to part and the
part to whole example.
1. There are 4 females to 9 males.
a. This is a part-to-part ratio.
b. The teacher will then have students pair up to think-pair-share and discuss
different part-to-part ratios. The students will then explain what the ratio is and
why it is a part-to-part ratio.
2. There are 4 females to 13 people.
a. This is a part to whole ratio.
b. The teacher will then have the students discuss different part to whole ratios I
the group and explain what they are and why they would be considered to be a
part to whole ratio.
v. The teacher will also explain that it is sometimes a relationship between sizes.
1. If I am 6 feet tall and my husband is 5 feet tall, we would have a ratio of 6 feet to 5 feet.
vi. The teacher will write the examples on the board and leave them (and the celebrity practice) up
for the student to reference in their independent practice.
c. Guided Practice: 4 minutes
i. Using the students sorting of the celebrities, the students will be told to create a ratio with the
partner or groups. The pictures will be used as a manipulative if (NON LINGUISTIC
REPRESENTATIONHIGH YIELD STRATEGY/SUMMARY and JUSTIFICATION
AVID) they would like and there will be different ways to show ratios (i.e. : , /, and
to) so the students can use the one most comfortable to them. The teacher will be listening to
the conversation. After the students are given time to discuss their ratios, each student will be
asked to come up and share their ratio.
1. The student will be asked to read the ratio and explain their thinking.
a. The teacher will not tell whether or not the ratios are correct.
ii. The teacher will formatively assess the students based on their presentation and conversations
that are heard when the students were creating their ratios.
d. Independent Practice: 3 minutes
When the students have achieved proficiency they will each be given a set of shapes and
animals assessment cut outs and a piece of paper. They will be instructed to create ratios from
the cut outs given.
The students can arrange the cut outs at their desk, on the floor, or at another seat if they like,
(MAKE A LEARNING ENVIORNEMT STUDETNS CAN USEHIGH LEVERAGE
PRACTIVCES) but it must be done alone. When they are finished with their three ratios, they
will be asked to challenge themselves and see if they can find some more!
Differentiated Consideration (Adjust instruction and assessments, tools, resources or activities for students
who):
When the students are finished with the independent practice and there is time, they will be asked to
continue the activity by spending more time and finding some more ratios around the classroom OR they
can write an explanation on their paper some places they could find ratios in their daily lives! (AVID
PROCESSING AND APPLYING INFORMATION TO REAL LIFE)
Students who are not able to successfully create the ratio during the guided practice will be walked
through the concept starting with two criteria. The teacher will begin by asking questions to the students to
prompt thinking about comparisons.
o What happens if we separate these by gender?
o If there are a total of 13 people and 4 are girls, how many are boys?
If there were 9 boys and 4 girls, what would this mean?
o The student and the teacher together would separate the celebrities by gender and place the to
card in the middle of the two sections. This would give a visual representation with the faces of the
celebrities. The teacher would then verbally say, There are 4 boys to every 9 girls. (MODEL
FOR STUDENTS AND GIVE FACE TO FACE INSTRUCTIONHGIH LEVERAGE
PRACTICES)
If students are not able to get it, the teacher will ask the student direct questions. How many fingers does
your hand have? The questions will then a bit more obvious. Okay, so if you have five fingers and one
hand, how could you say that as a comparison? Can we write that as a ratio?
The teacher can use fractions to help explain the concept of rations as a part to a whole.
Closure: (Allotted Time1 minute)
a. The teacher will have the students turn to their partner or group and tell each other one ratio that is in
the classroom, on their interim formal assessment, or from the celebrity activity. If there is time, they
can share some ratios with the class!
b. The teacher will have the students take a sticky note and write something down for the parking lot at
the end of the lesson.
i. They will one of the following:
1. They Dont Understand
2. They Are Starting to Understand
3. Something They Completely Understand. (PARKING LOT STRATEGYAVID)
References:
Full Cast of Random Actors/Actresses. (n.d.). Retrieved February 22, 2015, from
http://www.ranker.com/list/fullcast-of-random-actors-and-actresses/reference.
Jones, A. (n.d.). Sixth Grade Math Lesson Plan: Ratios. Retrieved February 22, 2015, from
http://mathlessons.about.com/od/sixthgradelessons/a/Lesson-Plan-Ratios.htm
Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can answer the
following questions you do not need to physically respond to these questions, just think about them and
check yourself):
Classroom Objectives:
I will understand that a ratio is the
relationship between two
quantities.
TO every
Student Name:
The student
correctly compares
two different sets of
criteria to each
other.
(_____/3)
The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/3)
Total
(____/6)
Student A
Student B
Student C
Student Name:
The student is
correctly set up the
ratio with the use of
a : , / or to.
(_____/1)
Total
(____/2)
Student A
Student B
Student C
Student Name:
Thumbs Up
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Cooking Ratios
If I have a recipe that uses 6 eggs and 12 cups of flour, what is the ratio of eggs to flour?
If I use 3 cups of milk for every 9 cups of sugar, what is the ratio for cups of sugar to milk?
____________________________
6 inches
12
inches
If I have a recipe that uses 6 eggs and 12 cups of flour, what is the ratio of eggs to flour?
If I use 3 cups of milk for every 9 cups of sugar, what is the ratio for cups of sugar to milk?
6 inches
12
inches