Beruflich Dokumente
Kultur Dokumente
(Ratios)
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
8. Describe any parts in the lesson that you would like more Please feel free to provide any feedback necessary.
guidance with in planning. *NOTE: the amount of
feedback/suggestions you receive from your field supervisor
and/or mentor are contingent on your submittal of the
lesson plan draft by the specified 7 working days prior to
observation.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Title
Ratios
Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Ratio can be shown in different ways: either by using a semicolon”:” to separate examples, or ”/” to separate one value
from the total, or decimal and percentage where they can divide one value by the total.
Students will demonstrate their understanding of the concept of ratio by using ratio language to describe relationships
between quantities. Also, they will be able to compare between two quantities, where it shows how many times one
quantity is greater than the other.
Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
I can compare between the number of females and males in the class.
Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)
● Students know that a "part" is a piece of something or one thing in a particular group.
● Students know that a "whole" represents all the combined pieces of something or all the items belonging to a
particular group
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
● Students have been introduced to basic multiplication facts.
● Students know how to divide.
● Students have been introduced to equal groups.
●Students will demonstrate their understanding of the concept of a ratio by using ratio language to describe
relationships between quantities.
●80% of students will understand the concept of ratios.
●Students will be able to compare between two quantities, and show how many times one quantity is greater than the
other.
Comparison Students will be able to compare between two objects using real materials to
demonstrate their thinking.
Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
● The students will be given a worksheet to examine their understanding of the concept.
● After data collection 80% of the students should be able to understand the ratio concept.
● As students are working on the answers, I will do a quick walk around the class to evaluate students work and
make observations.
● The included table will be a tool to collect data.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Academic Language Demands and Supports
The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Academic vocabulary:
●Ratio
●Relationship
●Quantity
Language Supports:
Teacher will ask the students a question to help them understand the relationship between two quantities.
For example: ” How many girls are in the class compared to boys?”
Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)
Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)
Classroom management ● First, I will get their attention by either saying the attention getter my
attention getter mentor uses which is “ EO”, or just by saying I want your attention please!
● Set the class and lesson rules. For example, if they want to ask a question
they need to raise their hands.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
1. Introduction
10 minutes
.
● Students will explain that a ratio is a comparison of two quantities.
● I will project the image I have for the apples and bananas, and ask.” How many
apples do we have here?”
● “ How many bananas do we have here?”
● Write it down for them to see using a ratio form 5:6
● Then I will ask them,” How can we compare the number of apples we have to the
number of bananas?”The students answers will lead us to the exact meaning of a
ratio.
● Every student has prior knowledge related to ratios, like miles per hour ( miles:
2. Building Background
hours), and teachers to students( teachers: students), where we need to know if we
10 minutes
have enough teachers for the students in school. The principal always checks if he
has enough teachers for all the students at the beginning of the school year, and if
he needs to hire more teachers.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
2) Then I will provide the students with materials to help them demonstrate the
concept of ratios, using a selection of different beads and a string. The students
will show their understanding of ratios by creating a bracelet with the beads to
represent a given ratio. Each student’s materials are previously prepared in a
ziplock bag and then given to the students to work on during guided practice.
3) The students will choose different shapes, sizes, or colored beads to create a
bracelet with a pattern that represents a ratio of 5 to 2.
5. Collaborative Group ● Ask the students to share their answers from guided practice with their friends on
work (You do it the same table( group).
together)
5 minutes
8. Closure
●Ask the students to share about what they learned during today’s math lesson.
10 minutes
●Ask students to make sure their names are on their papers.
● Have students turn in their finished worksheet.
●Have students put away their math supplies and prepare for recess.
●If there is extra time after the ratio lesson students will go to IXL R.3 and start
practicing on the computer.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Use the table below to address specific student needs in your classroom.
Engaging Student Interest The small activity when they create the bracelet can help them engage in the lesson and make
it more interesting.
Demonstrating Learning ● I will examine their thinking through out the worksheet practice provided, which can be
helpful to document what did they learn.
● If they needed more help understanding the concept, they need to ask a neighbor first
then ask the teacher.
Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)
Resources:
Bolin., L. (2009, May 7). Ratios, Unit Rates, and Proportions. Retrieved from https://www.uen.org/lessonplan/view/23491
Burger, E. B. (2014). Go math. Orlando, FL: Houghton Mifflin Harcourt. Lesson 6.1 (Ratios)
Create A Graph. (n.d.). Retrieved November 15, 2018, from
https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=708dfa780ae84d6386e7d00895be0056
Ratio worksheets. (2018). Retrieved from http://www.commoncoresheets.com/Math/Ratios/Ratios and Unit
Rates/English/1.pdf
Ratio. (n.d.). Retrieved from https://www.mathsisfun.com/definitions/ratio.html
Passy World. (2012, May 26). Introduction to Ratios. Retrieved from https://www.slideshare.net/bigpassy/introduction-to-
ratios
Materials:
Worksheet
Small activity materials like a string and beads, Images to project.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Lesson Plan Reflection (if lesson is carried out)
An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Bracelet activity
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
Student Assessment Data Table
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa
16. Tyree Absent Absent
17. Addison 100%
✓ Shape & color
18. Mason 93%
✓ Color
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawaii at Manoa