Lesson Plan Guide

Teacher Name: Lauren Martinelli Class and Grade Taught: 7th grade Pre-Algebra Lesson Date: March 25th, 2013 Lesson Logistics and Setting Unit Topic: Ratios and Similarity Previous Lesson Topic: Chapter 7 Quiz #1 Current Lesson Topic: Relating Ratios, Proportions, and Conversions in a Real World Context Next Lesson Topic: Dilations

Lesson Objectives: (The learner will know/understand/be able to ) -The learner will understand how to set up and solve a proportion by picking out important information from a presented situation and analyzing the language used in the problem set-up. -The learner will understand how a unit rate is associated with a ratio and how a unit rate may be beneficial when attempting to scale up or down a ratio to fit different constraints. -The learner will understand how a real world situation can be applied to ratios and proportions Standards Addressed: CCSS.7.RP.2c: Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. CSSS.6.RP.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. CCSS.6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.1

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CCSS.6.RP.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. - How will I know students have met the objectives? -Students will be able to set up a proportion based on the word problem given and solve the proportion -Students will be able to use the information they have learned about a ratio and equivalent ratios to fill out the ratio table -Students will use language they are becoming more familiar with from class and as they progress through the lesson and continually explain their reasoning both to their partners and the teacher during monitoring. Materials Needed: Largest Hamburger Ever Handout, Document Camera, Calculators (one for each student) Introductory Routines: The teacher will check the vocabulary words that are due and the students will take their vocabulary quiz Lesson Activities Handout is given at the end of the document Lesson Students are working
(details about how students are configured, what work they are doing and how they are recording their work)

Anticipated Student Thinking/Questions

Teacher Moves

Launch 10 15 minutes

The students will pick up the handout with the first two questions when walking into class for the day. The students will be listening to what the teacher has planned for the lesson. They will be answering any initial questions the teacher may

Students will be curious as to how they will be applying what they have learned to a real world problem. While the students are watching the YouTube video, they will be asking themselves how they think they can apply ratios and proportions to the

The teacher will introduce to the students what the goal of the lesson will be for the day. Today we will be using the concepts we have discussed in the last few days relating to ratios, rates, and proportions to make predictions about the

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ask about ratios and proportions. While the video is playing, the students will be thinking about how they can apply ratios and proportions to the real world scenario. The students will ask any questions they have on how the explore section will work for the activity. After that, the students will begin working independently on number 1-3 from the task handout. burger problem. After the video, the students will give their ideas to the teacher. Some ideas may include comparing different sized burgers to one another, having a certain amount of toppings based on the weight of the burger, sharing burgers between each other, etc. The students will also be excited about the video and may want to discuss Mallies and where it is located at in Michigan. The teacher will make an effort to ask the students if any of them have ever attended Mallies and tried their burgers. components needed to make the most delicious burger. The teacher will then give a brief background of Mallies Sports Grill in Michigan and the class will view a video on YouTube of the largest hamburger ever. http://youtu.be/XqIWPvCgi9g The teacher will ask the students to think about how we will be applying what we have learned about ratios and proportions to the task today and will discuss some ideas after the video.

After this, the teacher will ask the students to take out the Largest Hamburger Ever handout. The teacher will The students will ask any have a student read the questions they may have introduction on the hand out when working on the to the class. The teacher will questions together. then go over the first two problems with the help of the Students will give reasons students. When going over on how to approach the #1, the teacher will be problem first. They will first asking students questions to help the teacher set up a have them help guide the proportion to discover the teacher through the problem. rate the Mallies burger loses How do you need to weight at and this will be approach this problem?

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applied to the Wendys burger. For #2a, the students will advise the teacher to use what they know about the Mallies burger starting weight and final weight to set up a proportion and discover the starting weight for a 400 pound patty. For #2b, the students will advise the teacher to use their answer from #2a and how much time the 270 pound burger takes to cook to set up a proportion and solve to find out the burger should cook for 44 hours. Some students may ask some questions such as, How did you know what numbers to use to set up your proportion? Could we set up the proportion a different way? After you figure out the rate of Mallies hamburger, how will you apply this to Wendys burger? Do you have to figure out the rate of Mallies burger first? Is the pound representing the patty before or after it has been cooked? After the first question, the teacher will go over #2 asking students similar questions such as, How does this question relate to the first one? Our goal is to have a 400 pound patty. How will we figure out what the weight should be that we start out with? The teacher will ask the students to make some comparisons about the #2 with the original burger and the larger burger. #2 Some students may set up the ratio as either original/cooked or cooked/original. Since the class has always represented ratios as a fraction, it is likely that all students will represent it in this way. To solve the proportion the class has discussed how a proportion

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can be set up and solved. The students will solve the proportion by finding their cross products and finding that the unit rate will be 2/3 or .67 pounds. If a student does not set up a proportion and receives 3/2 if doing 270 pounds/180 pounds, the teacher will reference the students back to the question. Since they found that 3/2 is the ratio between the raw weight and the cooked weight of the burger, how does this relate to the one pound burger? Students will hopefully see that it is 3/2 of the 1 pound burger giving 2/3 pounds or .67 pounds. When the students discuss their findings with a partner after working individually the teacher should have students check their work to make sure they are understanding the unit rate. For #2b, the teacher will ask the students, What is an equivalent ratio? How can we figure out if these two ratios are equivalent? Is

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cross multiplying the only way to go about this? What is a different way? When these questions have been completed, the students will work together on the second part of the worksheet, which the teacher will hand out. The teacher will explain the second part of the worksheet to the students and how they will be completing working on these problems with a partner. The teacher will tell the students that their goal in class today is to complete the ratio table on the handout. . The teacher will be monitoring the room while the students are working. The teacher will be paying close attention to the students work that is being completed and will question students accordingly with questions such as, What do you know about setting up a proportion? How did you know what number to place as your numerators and denominators in your proportion? When you set

Explore 25 minutes

The students will be answering any questions they may be being asked by the teacher. Also, the students will be answering all questions fully and will be showing all work on their paper. The students expectations during the second handout will be to work together sharing all of their ideas and helping each other work through the problems together, making sure each other

The students will be answering any questions that may be occurring from the teacher. When I am setting up a proportion, I look for key words to help me set up a ratio. Then I set it equal to the equivalent ratio on the other side, but make sure I line up my units. I knew where to put my numbers by putting what came first. It did not matter where my numbers were as long as my ratios were

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understands. Since some students may be approaching the problems different from each other, communication will be key within the group. equivalent when setting up my proportion. One side of my proportion is representing my known ratio from the problem. The other side is representing my final result with my unknown. The larger burger is 600 pounds and therefore will need a lot more pounds of toppings. The larger burger takes over double the time to cook compared to Mallies burger. The students also may ask some questions to the teacher or in their groups. Some questions they may ask will be, Do we need to convert our fractions to decimals? Does it matter where I place my units when setting up a proportion? How do you want us to compare the larger burger to Mallies burger? The students may also be thinking about the answers they are receiving. The students may ask themselves if the answer makes sense given the problem. Specifically for the problems, up your proportion, what is one side of it representing? Is it important to have your units lined up in your proportion? Why or why not? These will be some initial questions that the teacher will ask for the questions on the first page for the students to think about how they are setting up their proportions. The teacher will make sure students are making note of their work either in the table or on the back of the handout if they need more room. Some questions the teacher will ask the partners when working together will be, How are you beginning to fill out the ratio table? Is there a method that youre using to fill out the ratio table? How did you decide what to use for the extra rows on the ratio table to figure out the 30, 10, and 3 pound burgers? As the teacher is monitoring and asking questions to certain groups, she will make note of what the groups will be

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- Moved this up to Launch #3 - When students are beginning work on the second page, they will need to decide a method of work to set up their ratio table. Some students will begin working through a pattern to get to the 30, 10, and 4 pound burger, but other students will immediately try and figure out the 30, 10, and 4 pound burgers without filling out any other pounds. Some students will start by dividing the 360 by 2 to figure out the numbers for a burger that is 180 pounds. This will be an easier transition for the students since every number would then just be divided by 2. However, other students will compare the 360 pound and 30 pound burger and begin to fill in the table that way. If students are doing it this way, the teacher will question the students understanding as to why they can do this. The student may give an explanation through stating to bring up during the discussion. The teacher will want students to head in the right direction of discovering a rate to make filling out the ratio table simpler. However, the teacher does want students to see how they can set up a proportion to discover the answers. Therefore, if students are not seeing a simpler way and are only setting up proportions, after about 7-10 minutes of the explore, the teacher will pause the class to ask, Is there a simpler way to solve this problem? Take a look at the proportions you have set up as well as comparing the numbers you have filled in so far for your burgers. How do these relate? The teacher will see how the discussion goes with this, but if students are not realizing it right away, they will let them explore with this more. If some groups are discovering this, but others are not, the teacher will pair certain groups togethers

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mathematics and a depending on the stage they proportion or may explain are at within their group. their answer in words using vocabulary they have learned regarding rates and proportions. With whatever approach the students take, they will have trouble with rounding. The teacher will remind students of the norm in the classroom we have set of rounding decimals, but may also decide to use fractions. The teacher will allow the students to round to the tenths place. Students will also be responding to the teachers questions. Many will explain their method to the teacher, which will help with the teachers understanding of how they are filling in the table. The teacher will be asking certain groups if they are willing to present some of their discoveries during the discussion. #4 Students will set up a proportion here that relates number of people (or servings) to pounds of the hamburger. Since this ratio

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includes a fraction 2/3 the teacher should make sure to remind students to be careful with their calculations to avoid calculator errors and rounding errors. Students will discover that 540 people can eat this 360 lb burger. The teacher should ask, since 2/3 serves one person, does it make sense that the total amount of people (or servings) would be greater than the amount of total pounds, 360? It is likely that some students will set up a proportion and solve it as x/360 = 2/3 which would give students a total of 240 people. The teacher should then ask, If one person does not even eat one full pound, how could the serving sizes for this 360 lb burger be less than 360? #5 Most students will likely consider that the number of people living in the home would change their answers to this question and may multiply the pounds by number of people living in

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their house. This will show them the differences between them and their classmates and will be something interesting to tell their family when they get home! The students that were selected by the teacher will be prepared to present. The other students will be asking any questions they may have. Some students may have not received correct answers for the ratio table or understood how to fill it out and this will be a great opportunity for peer-to-peer instruction/learning. Therefore, some students may ask questions such as, How were you able to get from the 30 pound burger to the 10 pound burger? How did you use a proportion to do this? Did you have to set up a proportion to do this? How were you applying what we have learned about proportions and rates to fill in the table? Some students will not have realized that they may have

Summarize/Share and Discuss 15 minutes

The students will be expected to come back together with the rest of the class when the teacher instructs them to do so. Even though some students may not have finished all questions, they will be able to participate in the discussion with their findings on the first page and the method that was used when filling out the ratio table. The students that are not presenting will be expected to listen and take any notes on their paper they need to. The students will ask the presenters any questions/comments they may want to make on their methods of work. The presenters will make sure they are presenting all information they discovered to the students and are

The teacher will bring the class back to discuss the students findings. All of the students may not have been able to finish all of the questions, but the students will have a good idea of how to set up a proportion and what their method was for filling out the ratio table, which will be the focus of the discussion. The teacher will begin the discussion by selecting and sequencing some groups that were having thoughtful discussion about their method or who when were questioned by the teacher, they had a good explanation. The teacher will be looking for students who may have filled out several rows in their ratio table to get to the 30, 10, and 4 pound burger and will also be looking for a group that

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answering any questions the students and teacher may have for them. gotten the answers without directly setting up a proportion, but still were using a proportion. This may need to be facilitated by the teacher if needed. A group may present that went from the 360 pound burger to the 4 pound burger and from there figured out the 10 pound burger and the 30 pound burger. The teacher will want the students to explain the difference to the class then from going to the 360 pound burger to the 30 pound burger and so on. After discussing a few methods and ideas for the ratio table, the teacher will bring up the idea of setting up a proportion more. Even though the idea will have come up with the discussion of the ratio table, some students may be confused as to how we can set up a proportion given a word problem. This part of the discussion will focus on using words to help you. Once again, the students will have the opportunity to immediately went to the 30, 10, and 4 pound burger, but still receives a good explanation. The teacher may also be looking to pick a group that set up the proportion incorrectly to show a common misconception and a group that did it correctly. When sequencing, the teacher will show the group with more rows filled in on the ratio table first, followed by the next group, followed by a set up of an incorrect proportion, and then a correct proportion. The teacher will have the floor open to the students explaining that as groups are presenting their method on the document camera, the students listening will have the opportunity to ask the group presenting any questions they may have. The teacher will also ask probing questions such as, What method did you use when filling out your ratio table? Why? How did the given row in the table give you

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teach each other. Many students will discuss how they set up their proportion in order of the way they read the problem. For example, for problem 4, 2/3 lb will feed one person giving you your first ratio of 2/3 lb / 1 person. After this, it asks how many people the burger should feed if we have a 360 lb burger. The students are familiar that units should line up and will set it equal to 360 lb / x people (or will use a different variable). The students then may discuss finding their cross products to solve the proportion. Some students may set up the proportion reversed where the unit of people is placed on the top and the unit of pounds on the bottom of the ratio. Then, there will be students who will not set up a proportion. Some students will quickly go through the process of taking 360 lbs and dividing it by 2/3 lbs. The students are still applying the ratio and thinking about a proportion, clues about how to proceed with filling out the rest of the table? If time allows, after having a class discussion about the ratio table, the teacher will ask the class more about setting up their proportions. A struggle that some students may still be having is how to set up their proportion according to the problem given. During the explore, the teacher will also note how groups are setting up their proportions for each problem. The teacher will address a question to the students such as, Is it important to use units when setting up proportions? Explain your answer. Some questions the teacher will address to the groups that are explaining their methods are, How did you use key words in the problem to help you in setting up your proportion? The teacher will end the discussion by providing students with information they noticed and any last minute thoughts they may have for the

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but may not physically realize this, which will be beneficial to discuss from their peers. Therefore, the teacher will have students explain what the benefit of setting up a proportion may be. The students will also be thinking about what the difference is between a rate and a unit rate. This most likely will be cleared up when discussing the set up of proportions, but if not, the teacher will ask probing questions to the students to clear up this misconception. students in helping them with using a problem to receive their ratios to set up a proportion, and then solve. The teacher wants to make it noticed that the students could have written their proportions two different ways, but still would receive the same answer. The teacher will ask the students why this is possible. The teacher will have hopefully had a chance to bring this is up to a few groups during the explore to receive their input during the discussion. The teacher also wants the students to recognize their use of rates and unit rates throughout their lesson and the close relationship they have when solving proportions. To help with this, the teacher could ask a question such as, do you think completing the ratio table would have been easier if I had told you the proportions and number of pounds for a burger with a total of 1 pound? Why? Did anyone choose to find this

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first and then compute 4, 10, and 30? If the students are noticing this, the teacher could ask the students if they are noticing a pattern. Summary Statement: Today we applied what we have learned about ratios, rates, and proportions to apply in a real world context. We also worked on persevering through problems and being able to justify our reasoning to others. Homework: Students will work on the rest of the worksheet if they were unable to finish Handout: Largest Hamburger Ever and exit slip at the end of class

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Largest Hamburger Ever?

Mallies Sports Grill, a Michigan restaurant, recently made an approximately 360 pound burger in an effort to set the world record for the largest hamburger ever made. Here are the details: It takes 20 hours to bake 270 pounds of hamburger and 8 hours to cool it in a freezer. The burger cooks down to a 180-pound patty. The burger details: 180-pound ground beef patty 100 pound bun 20 pounds of American cheese, 15 pounds of tomatoes, 15 pounds of onions, 10 pounds of pickles, 10 pounds of bacon, and 10 pounds of lettuce 1. I cant believe you lose so much of the patty when it is cooked. How much does your average patty weigh after its cooked? Well, Wendys advertises that they use lb. pattyin their burgers. Assuming that these patties lose weight at the same rate as Mallies Largest Hamburger Ever, what is the weight of the Wendys patty after cooking?

2. A) If this restaurant wants to have a 400 pound patty after it has been cooked, what weight should they start out with?

Lesson Plan Guide

B) Based on the original weight of the patty, is this ratio equivalent? Why or why not? Explain your answer mathematically. 20 hours = 40 hours 270 lbs 600 lbs

3. I am planning to open my own large burger grill. I will create huge burgers that can be cut up and shared by large groups. Before I can open, I need to know how many pounds of each ingredient I need and how many hours each burger takes to cook The table below shows what I already know for a 360 pound burger. I would like to make a 30-pound burger, a 10- pound-burger, and a 4-pound burger based on these specifications. I have included extra rows in the table. You can use these rows to help you get to the 30, 10 and 4-pound burgers. If decimals occur, round to the nearest tenths place. Total Pounds of Burger (Using Final Weight of Beef, Bun, Cheese and Toppings) 360

Original Weight of Beef in Pounds

Final Weight of Cooked Beef in Pounds

Hours to Cook

Weight of Bun in Pounds

Weight of Cheese in Pounds

Combine d Weight of Topping s

270

180

20

100

20

60

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4. A typical serving for one person is a 2/3 pound burger. How many people can a 360 pound burger feed?

5. If your family bought one 360 pound hamburger from Mallies Sports Grill and ate 2/3 pound servings each evening for dinner (and could keep it so that it wouldnt become spoiled), how many days would your family be eating hamburger?

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Exit Slip
Name: ______________________________________________________ Date: __________________________ Hour: ______________ This question must be answered before you leave class today. On a 2/3 pound burger, I usually use the equivalent of two ketchup packets. Keeping the same ratio of burger to ketchup, how many ketchup packets would I need for a 360 pound burger?

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