Mr.

Merse

Learning Experience Plan Subject: Mathematics Unit: Ratios, Rates and Proportions Topic: Introduction to Ratios and Rates Content Standards: Literacy Standards: 1. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 2. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Mathematics Standards for Ratios & Proportional Relationships 1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 2. Understand the concept of a unit rate a/b associated with a ratio a:b with b no equal 0, and use rate language in the context of a ratio relationship. Learning Experience Outcomes Students will: Identify and understand the differences between fractions and ratios/rates. Identify and understand the similarities between fractions and ratios/rates.
Curriculum Integration

Grade level: 6 Day/Periods: 1 Period

Learning Experience Assessments Complete the Ratio and Rates worksheet Explain the difference between what makes a fraction a fraction or a rate/ratio.

This lesson is an introduction to a unit on ratios, rates and proportions. This lesson plan will not only give students the broad, general overview of what a ratio/rate is, it will distinguish the differences and similarities between fractions and ratios/rates, and how students can distinguish the two very similarly looking ideas and understand what sets them apart from each other.
Materials/Resources Procedures/Strategies

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Sponge Activity (3-4 minutes) (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) DO NOW (on blackboard): A review of fractions, how to simplify a fraction, how to find least common denominators or greatest common factors. After about five minutes to work on the problems, students will be asked to write their solutions on the board and tell the class how they reached their answers.

Anticipatory Set (1-2 minutes) (focus question/s that will be used to get students thinking about the days lesson) QUESTION: What happens to a fraction if specific units are involved? What happens if two different things are being compared in a fraction? Does this change what the fraction itself means?

Activating Prior Knowledge (4-5 minutes) (what information will be shared with/among students to connect to prior knowledge/experience) Have you ever heard phrases involving An object per unit of time?(Miles per hour, Gallons per minute, etc) Have you ever followed a cooking recipe that calls for a set amount of one ingredient compared to another ingredient? How about cooking a frozen meal that states to add another minute for any additional product cooked over the recommended serving size? (IE, 3 minutes for 6 chicken nuggets, add 30 seconds for each additional chicken nugget.)

Direct Instruction (15-20 minutes) (input, modeling, check for understanding) Ratios and Rates worksheet Start by going over all the answers from the do now that was on the board. Bring back the topic of activating prior knowledge. Call upon a specific example that a student brought up about cooking in a recipe Have students investigate the specific example about what cooking recipe. What makes it different from a regular fraction? Specific units

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for the numerator and denominator that are different from each other created a fraction with not only numbers, but specific units in both the numerator and denominator. Go back to the first aspect of the activating prior knowledge, which asks students to discuss any times theyve heard the phrase An object per unit of time Now with the blackboard full of three different forms of fractions, its time to classify each of them, and to distinguish what is similar between the regular fraction (from the do now), the ratio (cooking description) and the rate (An object per unit of time). Allow students to explore differences and similarities that they see on each board. Ideally, students will see that all three of these are written in the same format (as a fraction) but each possesses different units and qualities. A ratio is always a comparison between the quantity of two t objects (3 cups of flowers to 1 egg,10 dimes to 15 dimes) and is translated in words to x of an object to y of an object. A rate is a always a comparison between an object and a different object. The key word for a rate is per(miles per hour, gallons per minutes, dollars per hour, etc). We also can find the unit rate by finding the amount of the numerator when the denominator is 1. Finally, a fraction contains no units, and is only used to describe numbers on the number line. If no units are mentioned, then the resulting fraction is just a fraction. Ratios and rates can only be determined when units are given. After the similarities and differences are distinguished, I will create a few sample problems asking them to determine if this is a rate, ratio, or an ordinary fraction. Students will be encouraged to use their newfound definitions of ratios and rates to explain why they chose their answer.

Guided Practice (10 minutes) (how students will demonstrate their grasp of new learning) Activity: The students will work on the ratios and rates worksheet for the remainder of the period. Students will be allowed to work individually or together in pairs. While the worksheet is divided into ratios and rates, students will have to explain in writing why they are ratios and why they are rates. By showing that a ratio is an object to another object and that rates are an object PER

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another object students will show they know the differences between what makes something a ratio or a rate. While students work on the worksheet I will walk around and randomly ask students an oral question, and ask if Im asking about a ratio, rate, or a fraction. Students will be allowed to orally express the differences between the three, for even more understanding. Closure (4-5 minutes) (action/statement by teacher designed to bring lesson presentation to an appropriate close) After giving them a one minute warning to wrap up their work, remind them that the remainder of the worksheet is due tomorrow in class for homework, with not only the numerical answers, but what makes it so that the fractions are ratios or rates. Give a few final examples of fractions and ask the students as a whole to answer if it is a rate, ratio or fraction. Independent Practice (what students will do to reinforce learning of the lesson) HOMEWORK: Finish any remaining problems of the worksheet and be ready to hand in the work tomorrow.

*Every time I tried to attach the worksheet and solutions word would crash, so I can only leave the URL here: http://www.mathaids.com/cgi/pdf_viewer_9.cgi?script_name=ratios_rates.pl&language=0&memo=&answer=1&x=138&y =31*