Lesson Plan Course: Resource(s):

Big Mathematical Idea/Concept:

Learning Outcome(s)
(Target)
N8.3 Demonstrate understanding of rates, ratios, and proportional reasoning concretely, pictorially, and symbolically. [C, CN, PS, R, V] / Indicators that will be met
a. Identify and explain ratios and rates in familiar situations (e.g., cost per music download, traditional mixtures for bleaching, time for a hand-sized piece of fungus to burn, mixing of colours, number of boys to girls at a school dance, rates of traveling such as car, skidoo, motor boat or canoe, fishing nets and expected catches, or number of animals hunted and number of people to feed).
a fraction is not a ratio because a fraction represents part to wholea ratio cannot be written as a fraction, unless the quantity of the whole is first determined (e.g., 2 parts white and 5 parts red paint is 7 2 white)
• a ratio cannot be written as percent unless the quantity of the whole is first determined (e.g., a ratio of 4 parts blue and 6 parts
Learning Goal: Students will be able to: Write equivalent ratios. Write a ratio as a fraction by determining the denominator based on the whole. Solve ratios using the concept of equivalent ratios and cross multiplying.
Assessment: Formative (How will you check for understanding?) Summative: What will your assessment look like for this outcome?
Entrance slip, asking a simple ratio question. Think pair share, discuss.
Mathematical processes that will be met/employed(CM,CN,ME,PS,T,R,V)
CM, CN, ME, PS, R, V, R / Differentiation: One on one discussions, make the problem simpler, manipulatives
Extensions/enrichment
Technology Required?SMARTboard / Teaching materials: Handouts, manipulatives?
Counters
Lesson Outline:
Prerequisite Knowledge: Understood or requires review (preassessment)? Advance planner?
This is a continuation of a lesson on ratios.
Motivational Set:
Development (including examples) (attach lesson notes if necessary. Consider student interaction before, during, and after)
Time?
  1. Entrance slip: Think pair share.
  2. Discuss ratios. Part to part. Give orange juice example: 2 cans orange juice to 3 cans water. What if it’s a big party and I use 4 cans orange juice? 8 cans orange juice?
Clarify that these ratios are “Part to part” … we write 2:3 or 4:6 or 8:12
The ratio is “orange juice concentrate: water”
What if we ask for “water to orange juice”? Now its 3:2, 6:4, 12:8
Some books write or etc, but this must be clarified as a ratio not a true fraction because it is not :art:whole
We could do this as a formative assessment: Commit and toss or pair discussion.
Question: so say we mix a pitcher of orange juice, 2 cans orange juice to 3 cans water. What fraction of the pitcher is orange juice?. Let them discuss this. There will be arguments! Some bright kid eventually will come up with 2/5.
Clarify now: that a fraction is part to whole
of this pitcher is orange juice, and of this pitcher is water. This is a Part to Whole ratio
Carry on working with part to part ratios:
Say you want to buy a new pair of jeans, and your parents say that for every dollar you put in they will put in two. If you put in 20 dollars, how much money will they put in?
What is the ratio of your money to your parents?
Your parents money to yours?
Your money to whole ?
Your parents money to whole?
Based on the last two answers, what fraction of the jeans are you paying for? What fraction are your parents paying for?
Assignment (work in pairs)
Actions: (Model, group, pair, individual guided practice. Opportunities to respond?)
Model, think pair share, group discussion
Summary: (exit slip? ) Every time I eat one skittle, you can eat four. So if I eat 8 how many can you eat?
Assignment/homework
Pearson text
Reflection?
Notes:

Planning Guide:

Consider:

  • Lesson goals
  • Lesson plan an design
  • Students’ relevant prior knowledge.
  • Relationship between the nature of the task and the activity on one hand and the lesson goals on the other hand.
  • Strategies for students to make public their thinking andunderstanding.
  • Evidence of students’ understanding and learning
  • Students’ difficulties, confusions and misconceptions
  • Ways to encourage collaboration in an atmosphere of mutual respect
  • Strategies to foster relevant student discussion

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