Focus Plan
Texarkana Independent School District
GRADING PERIOD: / 3rd 6 Weeks / PLAN CODE:Teacher: / Winton / Course/subject: / Mathematics
Grade(s): / 6 / Time allotted for instruction: / 1 – 1 ½ hours
Title: / Real-World Ratios and Proportions
Lesson TOPIC: / Ratios, Proportions
TAKS Objective: / Objective 2:
The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.
FoCUS TEKS and Student Expectation: / (3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to:
(A) use ratios to describe proportional situations
Supporting TEKS and Student Expectations: / (3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is expected to:
(B) use rations to make predictions in proportional situations
Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Ratio / A ratio is a comparison of two numbers or measurements. The
numbers or measurements being compared are called the terms of
the ratio.
Proportion / A proportion is a statement that one ratio is equal to another.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
As students enter the room, have the boys sit on one side, and the girls on the other. Call their names as you seat them (Ex: “Molly, you need to sit on the left side of the room.”) At this point do not discuss why this is being done. After everyone has entered, ask “How do I have you all separated?”
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Once it has been established that the class is divided by sex, have students count how many boys and girls there are in the class. On the board, write the following: Boys = Girls = Total =
Begin discussion about ratios and proportions. On the board, set up the ratio of boys to girls, girls to boys, girls to total number in class, and boys to total number in class. Now have the class divide by one of the following: three or more siblings, eye color, breakfast eaters vs. non breakfast eaters, etc.
C. Guided activity or strategy
On scratch paper, have students set up an appropriate ratio according to the above topic you have selected. Monitor as students complete this activity to check for understanding. Now ask your students to set up a proportion based on your topic. Monitor for understanding. Next put 5 circles on the board with 2 filled in. Discuss again how to set up a ratio and proportion.
D. Accommodations/modifications
Students requiring modifications can be paired with a peer.
E. Enrichment
Students requiring enrichment can assist in brainstorming topics for which to separate the class.
II. STUDENT PERFORMANCE
A. Description
Students will complete the Real-World Ratios and Proportions worksheet individually.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
Real-World Ratios and Proportions worksheet will be graded on an individual basis.
B. Rubrics/grading criteria
Grades may be taken based on the Real-World Ratios and Proportions Rubric/Answer Key
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
· Where are ratios used in advertising? (Four out of five dentists prefer….)
· What is the difference between a ratio and a proportion?
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will lead the students in a discussion of how estimation problems may look in test format by placing the TAKS questions below on the overhead.
B. Sample TAKS questions
1. At Sandra’s school there is 1 teacher for every 15 students. There are 630 students at the school. Which proportion can be used to find x, the number of teachers?
F. x/15 = 1/630
G. 15/1 = x/630
H. 1/15 = x/630
J. x/1 = 15/615
2. The ratio of red rosebushes to yellow rosebushes in the school garden is about 3 to 4. If there were 36 yellow rosebushes, about how many red rosebushes would there be?
F. 36
G. 32
H. 27
J. 12
3. There were 14 boats and 42 people registered for a boat race. Which ratio accurately compares the number of people to the number of boats?
F. 2 : 6
G. 3 : 1
H. 7 : 21
J. 14 : 42
V. Key Vocabulary
Ratio, proportion
VI. Resources
A. Textbook
Math Advantage, Middle School I
Chapter 17: Ratio, Proportion, and Percent
· Exploring Proportions, pp. 342 - 345
B. Supplementary materials
· Real-World Ratios and Proportions worksheet
· Real-World Ratios and Proportions Rubric/Answer Key
C. Technology
Students could be taken to the computer lab to practice working with ratios at the following website:
http://www.aaamath.com/B/rat62ax2.htm
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
· This lesson could be followed up with representing ratios and proportions as fractions and decimals.
VIII. Teacher Notes
· By solving problems that require multiplicative comparisons (For example, ‘How many times as many?’ or ‘How many per?’), students will gain extensive experience with ratios, rates, and percents, which helps form a solid foundation for their understanding of proportionality.
¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District